ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. Louisiana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Louisiana was 231. This was lower than the average score of 240 for public school students in the nation. The average score for students in Louisiana in 2011 (231) was not significantly different from their average score in 2009 (229) and was higher than their average score in 1992 (204). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Louisiana who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent) and was greater than that in 1992 (8 percent). The percentage of students in Louisiana who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (39 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Kentucky. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kentucky was 241. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Kentucky in 2011 (241) was not significantly different from their average score in 2009 (239) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was narrower than that of 1992 (40 points). The percentage of students in Kentucky who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was greater than that in 1992 (13 percent). The percentage of students in Kentucky who performed at or above the NAEP &quot;Basic&quot; level was 85 percent in 2011. This percentage was greater than that in 2009 (81 percent) and was greater than that in 1992 (51 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Kansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kansas was 246. This was higher than the average score of 240 for public school students in the nation. The average score for students in Kansas in 2011 (246) was not significantly different from their average score in 2009 (245) and was higher than their average score in 2000 (232). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 33 points. This performance gap was not significantly different from that of 2000 (37 points). The percentage of students in Kansas who performed at or above the NAEP &quot;Proficient&quot; level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 2000 (29 percent). The percentage of students in Kansas who performed at or above the NAEP &quot;Basic&quot; level was 90 percent in 2011. This percentage was not significantly different from that in 2009 (89 percent) and was greater than that in 2000 (76 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Iowa. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Iowa was 243. This was higher than the average score of 240 for public school students in the nation. The average score for students in Iowa in 2011 (243) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (230). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Iowa who performed at or above the NAEP &quot;Proficient&quot; level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (26 percent). The percentage of students in Iowa who performed at or above the NAEP &quot;Basic&quot; level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (72 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Indiana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Indiana was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Indiana in 2011 (244) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Indiana who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and was greater than that in 1992 (16 percent). The percentage of students in Indiana who performed at or above the NAEP &quot;Basic&quot; level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (60 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Illinois. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Illinois was 239. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Illinois in 2011 (239) was not significantly different from their average score in 2009 (238) and was higher than their average score in 2000 (223). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2000 (42 points). The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 2000 (20 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 2000 (63 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Idaho. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Idaho was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Idaho in 2011 (240) was not significantly different from their average score in 2009 (241) and was higher than their average score in 1992 (222). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (37 points). The percentage of students in Idaho who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (16 percent). The percentage of students in Idaho who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (63 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Hawaii. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Hawaii was 239. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Hawaii in 2011 (239) was higher than their average score in 2009 (236) and was higher than their average score in 1992 (214). In 2011, the score gap between students in Hawaii at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was narrower than that of 1992 (46 points). The percentage of students in Hawaii who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was greater than that in 1992 (15 percent). The percentage of students in Hawaii who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was greater than that in 1992 (52 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Georgia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 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 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Georgia was 238. This was lower than the average score of 240 for public school students in the nation. The average score for students in Georgia in 2011 (238) was higher than their average score in 2009 (236) and was higher than their average score in 1992 (216). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Georgia who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1992 (15 percent). The percentage of students in Georgia who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (53 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
Determination of the Effectiveness of Intermediate Algebra-Accelerated (Math 255) as Preparation for Student Success in a Transferable Mathematics Course
Author: Sworder, Steven C.
Date: 2011-08-15
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Acceleration (Education),Program Effectiveness,College Mathematics,Grades (Scholastic),Comparative Analysis,Community Colleges,Mathematical Concepts

Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of beginning algebra topics. With the review sections removed, the new course required only 3-units to cover the topics unique to intermediate algebra. It was felt that a 3-units version of intermediate algebra would be easier for students not needing a review of beginning algebra to fit into their class schedules. Additionally, the 3-units course would be less expensive for students who needed credit for an intermediate algebra course. Also the 3-units course would be less expensive than the traditional 5-units course for the college to offer. Purpose: The purpose was to determine the effectiveness of the 3-units intermediate algebra course in preparing students for success in the transferable mathematics course of their choice. Setting: Saddleback College, Mission Viejo, CA, Fall 2006 semester through the Spring 2008 semester. Study Sample: 171 students participated in this study. Research Design: Descriptive. Data Collection and Analysis: The success (grade of C or higher) of students in a subsequent mathematics course was observed and compared with the success rate of students from the traditional 5-units intermediate algebra course. Findings: Students who completed the 3-units intermediate algebra course were as likely to be successful in their subsequent mathematics course as were those who had completed the traditional 5-units intermediate algebra course. Conclusion: The Mathematics Department at Saddleback College should increase the number of offered sections of the 3-units intermediate algebra course and actively promote enrollment in that course by students with a solid understanding of the topics of beginning algebra. Citation: Steven C. Sworder, Mathematics Department, Saddleback College, Mission Viejo, CA 92780. Distribution of Intermediate Algebra Accelerated (Math 255) Students Categorized by the Grade Earned in Math 255 and the Subsequent Mathematics Course Taken in the South Orange County Community College District is appended.