ethanporcaro/eric-fulltext-meta huggingface dataset:
Profile of State High School Exit Exam Policies. Rhode Island
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Rhode Island's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Oregon
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Oregon's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. South Carolina
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on South Carolina's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Tennessee
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Tennessee's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Minnesota
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Minnesota's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Louisiana
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Louisiana's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Maryland
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Maryland's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. North Carolina
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on North Carolina's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
What Works Clearinghouse Quick Review: &quot;Philadelphia&apos;s Renaissance Schools Initiative: 18 Month Interim Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Reading Achievement,Academic Achievement,Low Achievement,School Effectiveness,Mathematics Achievement,School Administration,Resources,Elementary Education,Attendance Patterns,Comparative Analysis,Achievement Gains

The study examined the effectiveness of Philadelphia's Renaissance Schools Initiative after one year of implementation. The Renaissance Schools Initiative, which began in the 2010-11 school year, aimed at improving low-performing schools by providing new management, additional resources, and new educational strategies. The study reported that students in grade K-8 Renaissance Schools had higher math achievement, reading achievement, and attendance rates than students in comparison schools. This study does not meet the What Works Clearinghouse (WWC) evidence standards because the Renaissance schools and comparison schools did not have similar achievement levels in the year before the Renaissance Schools Initiative began. Therefore, any changes in student achievement or attendance cannot be attributed solely to the implementation of the Renaissance Schools Initiative.
Profile of State High School Exit Exam Policies. Arizona
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Arizona's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Indiana
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Indiana's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Idaho
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Idaho's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Mississippi
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Mississippi's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Alaska
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Alaska's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Georgia
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Georgia's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Alabama
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Alabama's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Delaware
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Delaware's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. California
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on California's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]