ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Technology: Effective Leadership and Current Initiatives
Author: Courville, Keith
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Distance Education,Technology Integration,Leadership Effectiveness,Organizational Change,Educational Technology,Pedagogical Content Knowledge,Leadership,Administrator Role,Administrator Characteristics,Computer Simulation,Program Descriptions,Computer Uses in Education

(Purpose) This article describes the basis for effective educational technology leadership and a few of the current initiatives and impacts that are a result of the aforementioned effective leadership. (Findings) Topics addressed in this paper include: (1) the role of the educational technology leader in an educational setting; (2) an examination of the required skills of an educational technology leader; (3) theoretical frameworks and models such as organizational change and TPCK [technological pedagogical content knowledge]; (4) social and emotional aspects of technology integration; (5) impacts of effective leadership; (6) distributed and distance learning technology; (7) technology initiatives focused on learning enrichment. (Conclusions) Although educational technology leaders have had a significant impact on the field of education, effective leaders require an extensive knowledge of the leadership process and related theory to effectively integrate technology with the goal of increasing student achievement and overall school performance.
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Houston was 279. This was higher than the average score of 274 for public school students in large cities. The average score for students in Houston in 2011 (279) was not significantly different from their average score in 2009 (277) and was higher than their average score in 2003 (264). In 2011, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was greater than that in 2003 (12 percent). The percentage of students in Houston who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was greater than that in 2003 (52 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Hillsborough County was 282. This was higher than the average score of 274 for public school students in large cities. The percentage of students in Hillsborough County who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2011. This percentage was greater than large cities (26 percent). The percentage of students in Hillsborough County who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was greater than large cities (63 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Fresno was 256. This was lower than the average score of 274 for public school students in large cities. The average score for students in Fresno in 2011 (256) was not significantly different from their average score in 2009 (258). In 2011, the score gap between students in Fresno at the 75th percentile and students at the 25th percentile was 52 points. This performance gap was not significantly different from that of 2009 (51 points). The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (15 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in the District of Columbia was 255. This was lower than the average score of 274 for public school students in large cities. The average score for students in the District of Columbia in 2011 (255) was higher than their average score in 2009 (251) and in 2003 (243). In 2011, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 55 points. This performance gap was wider than that of 2003 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2011. This percentage was greater than that in 2009 (12 percent) and in 2003 (6 percent). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 2003 (29 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Detroit was 246. This was lower than the average score of 274 for public school students in large cities. The average score for students in Detroit in 2011 (246) was higher than their average score in 2009 (238). In 2011, the score gap between students in Detroit at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Detroit who performed at or above the NAEP &quot;Proficient&quot; level was 4 percent in 2011. This percentage was not significantly different from that in 2009 (4 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Dallas was 274. This was not significantly different from the average score of 274 for public school students in large cities. The percentage of students in Dallas who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2011. This percentage was smaller than large cities (26 percent). The percentage of students in Dallas who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2011. This percentage was not significantly different from large cities (63 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Cleveland was 256. This was lower than the average score of 274 for public school students in large cities. The average score for students in Cleveland in 2011 (256) was not significantly different from their average score in 2009 (256) and in 2003 (253). In 2011, the score gap between students in Cleveland at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 10 percent in 2011. This percentage was not significantly different from that in 2009 (8 percent) and was greater than that in 2003 (6 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and in 2003 (38 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Chicago was 270. This was lower than the average score of 274 for public school students in large cities. The average score for students in Chicago in 2011 (270) was higher than their average score in 2009 (264) and in 2003 (254). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2003 (45 points). The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2011. This percentage was greater than that in 2009 (15 percent) and in 2003 (9 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2011. This percentage was greater than that in 2009 (51 percent) and in 2003 (42 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Charlotte was 285. This was higher than the average score of 274 for public school students in large cities. The average score for students in Charlotte in 2011 (285) was higher than their average score in 2009 (283) and in 2003 (279). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 2003 (55 points). The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was greater than that in 2009 (33 percent) and in 2003 (32 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 2003 (67 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Boston was 282. This was higher than the average score of 274 for public school students in large cities. The average score for students in Boston in 2011 (282) was not significantly different from their average score in 2009 (279) and was higher than their average score in 2003 (262). In 2011, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 2003 (52 points). The percentage of students in Boston who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 2003 (17 percent). The percentage of students in Boston who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was greater than that in 2003 (48 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Baltimore City was 261. This was lower than the average score of 274 for public school students in large cities. The average score for students in Baltimore City in 2011 (261) was not significantly different from their average score in 2009 (257). In 2011, the score gap between students in Baltimore City at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (10 percent). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Basic&quot; level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]