ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. West Virginia. 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 West Virginia was 235. This was lower than the average score of 240 for public school students in the nation. The average score for students in West Virginia in 2011 (235) was not significantly different from their average score in 2009 (233) and was higher than their average score in 1992 (215). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was greater than that in 1992 (12 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 78 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Vermont. 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 Vermont was 247. This was higher than the average score of 240 for public school students in the nation. The average score for students in Vermont in 2011 (247) was not significantly different from their average score in 2009 (248) and was higher than their average score in 1996 (225). In 2011, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was narrower than that of 1996 (41 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 49 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1996 (23 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 89 percent in 2011. This percentage was not significantly different from that in 2009 (89 percent) and was greater than that in 1996 (67 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Utah. 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 Utah was 243. This was higher than the average score of 240 for public school students in the nation. The average score for students in Utah in 2011 (243) was not significantly different from their average score in 2009 (240) and was higher than their average score in 1992 (224). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Utah 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 (19 percent). The percentage of students in Utah 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 (66 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Texas. 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 Texas 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 Texas in 2011 (241) was not significantly different from their average score in 2009 (240) and was higher than their average score in 1992 (218). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was narrower than that of 1992 (40 points). The percentage of students in Texas 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 (38 percent) and was greater than that in 1992 (15 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 85 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (56 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Washington. 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 Washington was 243. This was higher than the average score of 240 for public school students in the nation. The average score for students in Washington in 2011 (243) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1996 (225). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1996 (39 points). The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1996 (21 percent). The percentage of students in Washington 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 (84 percent) and was greater than that in 1996 (67 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Virginia. 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 Virginia was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in Virginia in 2011 (245) 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 Virginia at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was narrower than that of 1992 (43 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1992 (19 percent). The percentage of students in Virginia 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 (85 percent) and was greater than that in 1992 (59 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Tennessee. 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 Tennessee was 233. This was lower than the average score of 240 for public school students in the nation. The average score for students in Tennessee in 2011 (233) was not significantly different from their average score in 2009 (232) and was higher than their average score in 1992 (211). In 2011, the score gap between students in Tennessee at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Tennessee who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was greater than that in 1992 (10 percent). The percentage of students in Tennessee who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent) and was greater than that in 1992 (47 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. South Dakota. 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 South Dakota 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 South Dakota in 2011 (241) was not significantly different from their average score in 2009 (242) and was higher than their average score in 2003 (237). In 2011, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2003 (34 points). The percentage of students in South Dakota 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 (42 percent) and was greater than that in 2003 (34 percent). The percentage of students in South Dakota 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 (86 percent) and was greater than that in 2003 (82 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. South Carolina. 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 South Carolina was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in South Carolina in 2011 (237) was not significantly different from their average score in 2009 (236) and was higher than their average score in 1992 (212). In 2011, the score gap between students in South Carolina at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in South Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1992 (13 percent). The percentage of students in South Carolina who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (48 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; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Rhode Island. 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 Rhode Island was 242. This was higher than the average score of 240 for public school students in the nation. The average score for students in Rhode Island in 2011 (242) was higher than their average score in 2009 (239) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Rhode Island 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 (39 percent) and was greater than that in 1992 (13 percent). The percentage of students in Rhode Island who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2011. This percentage was greater than that in 2009 (81 percent) and was greater than that in 1992 (54 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; see ED525545.]