ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2011 State Snapshot Report. Colorado. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in Colorado was 271. This was higher than the average score of 264 for public school students in the nation. The average score for students in Colorado in 2011 (271) was higher than their average score in 2009 (266) and was higher than their average score in 1998 (264). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (40 points). The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was greater than that in 2009 (32 percent) and was greater than that in 1998 (30 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1998 (77 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. California. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in California was 255. This was lower than the average score of 264 for public school students in the nation. The average score for students in California in 2011 (255) was not significantly different from their average score in 2009 (253) and was not significantly different from their average score in 1998 (252). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (46 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was not significantly different from that in 1998 (21 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in Arkansas was 259. This was lower than the average score of 264 for public school students in the nation. The average score for students in Arkansas in 2011 (259) was not significantly different from their average score in 2009 (258) and was higher than their average score in 1998 (256). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1998 (23 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was not significantly different from that in 1998 (68 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Arizona. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in Arizona was 260. This was lower than the average score of 264 for public school students in the nation. The average score for students in Arizona in 2011 (260) was not significantly different from their average score in 2009 (258) and was not significantly different from their average score in 1998 (260). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was not significantly different from that in 1998 (27 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was not significantly different from that in 1998 (72 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Alaska. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in Alaska was 261. This was lower than the average score of 264 for public school students in the nation. The average score for students in Alaska in 2011 (261) was not significantly different from their average score in 2009 (259) and was higher than their average score in 2003 (256). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2011. This percentage was greater than that in 2009 (27 percent) and was greater than that in 2003 (27 percent). The percentage of students in Alaska 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 2003 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Alabama. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Secondary School Students,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 eighth-grade students in Alabama was 258. This was lower than the average score of 264 for public school students in the nation. The average score for students in Alabama in 2011 (258) was not significantly different from their average score in 2009 (255) and was not significantly different from their average score in 1998 (255). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Alabama 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 (24 percent) and was not significantly different from that in 1998 (22 percent). The percentage of students in Alabama 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 (66 percent) and was not significantly different from that in 1998 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
Encouraging Post-Secondary Native American Student Persistence
Author: Mosholder, Richard
Date: 2011-11-16
Type: Information Analyses
Subjects: Qualitative Research,Student Attitudes,American Indians,Academic Persistence,Educational Environment,Educational Opportunities,Remedial Instruction,Skill Development,Extracurricular Activities,College Students,Postsecondary Education,Poverty,Access to Education,Academic Achievement,Family Influence,Role Models,Culturally Relevant Education,School Holding Power,Grounded Theory,Measures (Individuals),Student Surveys

Native American students are the most likely racial/ethnic group tracked in post-secondary American education to be affected by poverty and limited access to educational opportunities. In addition, they are the most likely to be required to take remedial course work and are the least likely to graduate from college. A review of the literature was undertaken to analyze the research and opinions directed  towards improving Native American student persistence and academic success at the post-secondary level. Five factors emerged during this review that correlate with Native American student post-secondary persistence. These are skill development, family and peer support, appropriate role-models, awareness and  use of financial aid, and a culturally sensitive school environment. In addition to this literature review a qualitative research study was conducted  in order to examine what current Native American college students' perceptions of their college experience were and what could be done to enhance these perceptions. What we found, among other things, was that much more attention needs to be paid to creating out of class activities and socials in order for Native American students to interact more with each other and the college community. (Contains 1 footnote.)
Utilizing Social Media to Increase Student Engagement: A Study of Kern County Public Schools
Author: Bynum, Steven Lance
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Learner Engagement,Internet,Social Networks,Computer Uses in Education,Educational Technology,Student Motivation,Technology Integration,Interviews,Web Sites,Student Role,Teacher Role,Teacher Attitudes,Administrator Attitudes,Middle Schools,High Schools,School Psychologists,Board of Education Policy,School Policy

Social media has permeated almost every aspect of the lives of anyone who utilizes the internet. Teachers and students are no exception. Students are most likely to use social media sites such as MySpace, Facebook and Twitter. This research focuses on best practices related to augmenting school curriculum to utilize these tools to increase student engagement which is critical in taking the education of school-age children to the next level. Some research shows that children today spend an inordinate amount of time, upwards of 40+ hours weekly, interacting with social media. Educators must embrace this new technology and find new ways to integrate social media into the classroom, because they will be more able to connect with children in a medium that they are utilizing daily; thus increasing their engagement. Although some problems such as digital divide and other limitations do exist, this cannot be a deterrent to utilizing this type of new technology. Appendixes include: (1) Interview Guide; (2) Consent Form; (3) IRB [Institutional Review Board] Protocol 11-27 Approval Letter; (4) Household Internet Usage; and (5) Short List of Educational Website Examples. (Contains 4 footnotes.)
Autism Spectrum Disorder: Examining Current Diagnosis Strategies and Assessment Tools
Author: Wormald, Amy Marie
Date: 2011-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Private Schools,Autism,Testing,Rating Scales,Program Effectiveness,Public Schools,Pervasive Developmental Disorders,Interviews,Disability Identification,Diagnostic Tests,Screening Tests,Validity,Reliability,Speech Language Pathology,Allied Health Personnel,Public School Teachers,Qualitative Research,Statistical Analysis,Individualized Education Programs

Recent literature notes a significant increase in students being diagnosed with Autism Spectrum Disorder (ASD). Yet, no uniform testing protocol exists. It is vital for students and educators that a unified testing process be created and established. This study investigated which ASD testing instruments were currently used in Southern California public schools. Both survey questions and interview questions allowed the participants of this study to indicate which test was their preferred test based on ease of use and accuracy. The study found that the CARS [Childhood Autism Rating Scale] test was the preferred assessment tool. Based on the results of this study, recommendations were made for private schools that do not currently test students thought to have ASD characteristics. It is vital that private schools emulate their public counterparts in the realm of special needs. Thus, the implications of this study can be helpful in establishing a solid testing process that will benefit all parties involved. Appendixes present: (1) Autism Survey; (2) Informed Consent Form; and (3) Interview Questions and Request Email. (Contains 7 tables.)
A Strategic Approach to Board Involvement in Financial Resource Development
Author: Herrmann, Siegfried
Date: 2011-11-11
Type: Reports - Descriptive
Subjects: Models,Nonprofit Organizations,Institutional Mission,Organizational Development,Strategic Planning,Policy Formation,College Administration,Board Administrator Relationship,Governing Boards,Fund Raising,Institutional Advancement,Trustees,Program Administration

The new strategic paradigm of resource development described in this paper recognizes that there are a number of important resources, in addition to financial ones, that are important to support the mission and to achieve the vision of a nonprofit organization, such as a college or university. It acknowledges and utilizes board members, with useful abilities, talents and experiences, as important resources. Under this new paradigm effective CEOs involve their boards in the learning process of monitoring opportunities and challenges of the organization's external environment. This strategic approach also suggests that the CEO seeks the involvement of the board in the development of a vision statement for the organization. This process allows board members to have a better understanding of the specific resources that are needed to achieve the vision and supporting goals.
Can a Writing Center Pedagogy Reverse the New Racism?
Author: DeCiccio, Albert
Date: 2011-11-18
Type: Reports - Evaluative
Subjects: Laboratories,Writing (Composition),Writing Instruction,Higher Education,Models,Instruction,Federal Legislation,Rhetoric,Change Agents,Literacy

Purpose: The purpose of this study is to argue that writing center workers provide a model for reversing the new racism. Methodology: An examination of writing center practices (dialogue and conversation) as well as practices offered by thinkers outside of the writing center (collaborative learning and laboratory learning) is presented. Results: The examination yields arguments in support of the assertion that a pedagogy of hope is necessary to erect a sustainable multicultural community. Conclusions: There is a real possibility that abundant ideas as well as positive actions and preferred outcomes will be generated within a multicultural community. Recommendations: It is only through abundant conversations about issues such as race and resegregation in a community of creative and critical thinkers that all of us may see lived examples of Thurgood Marshall's definition of &quot;equal&quot; offered during the time of the Brown decision: &quot;'Equal' means [everyone] getting the same thing, at the same time and in the same place.&quot; (Contains 7 notes.)
Resiliency and Retention in Veterans Returning to College: Results of a Pilot Study
Author: Markel, Nicholas
Date: 2010-09-00
Type: Reports - Research
Subjects: Pilot Projects,Educational Attainment,Veterans,Adult Students,College Students,Resilience (Psychology),Academic Persistence,Graduation,College Graduates,Success,Educational Environment,Posttraumatic Stress Disorder,Injuries,Instructional Design,Student Attitudes,Questionnaires

The intent of this pilot program of studies is to transition returning veterans into an academic setting by establishing an academic and social framework to foster resiliency and retention. This curriculum, composed of three courses addressing resiliency, learning-teaching, and leadership, uses a recovery model approach. The program was repeated over two semesters with veterans-only cohorts. The two cohorts demonstrated significant gains in resiliency and unanimously perceived the courses as having improved their likelihood of completing college. Early results show good retention and a strong perception of success and likelihood of graduation. (Contains 2 figures.)