Among the Gulf Cooperation Council (GCC) countries, the largest share of grade 8 students asked to memorize science facts and principles for every lesson or almost every lesson in 2015 was in Saudi Arabia at 57 percent. In comparison, the international median for the share of students asked to memorize science facts frequently was 30 percent in that year.

This table presents the distribution of Grade 8 students according to their performance on the Pan-Canadian Assessment Program (PCAP).

This statistic depicts the combined overweight and obesity rates among children in kindergarten and in public school until grade 8, in Lincoln, Nebraska, from 2010 to 2013. In 2012, the combined overweight and obesity rate amounted to 16.3 percent.

This dataset covers anonymised school-level population data on students enrolled in grade 8 during the school year 2021-2022, including historical data for this student cohort. The NO-GAP research team was provided with school-level primary population data by the National Agency for Education (NAE) from the Education Information Management System (EMIS) database. This database contains the data that is needed by education stakeholders to analyse and assess the state of education in various aspects, forecast educational change, make data-driven decisions, and manage education for quality. The primary data provided by the NAE was cleaned, additionally coded to prevent reidentification, and merged into a single data file by the NO-GAP research team. In addition, the team prepared the codebook "NO-GAP Codebook. School and Student Level Variables: 2021-2022 Cohort of 8th-Grade Students". Dataset "NO-GAP: School-Level Data: Cohort of 8th Graders of the School Year 2021-2022" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT). These data are not open for external use based on the agreement with NAE.

In 2023, around 20 percent of all respondents in grades 8, 10, and 12 in the U.S. stated they had used any illicit drug within the past year. This survey shows the past-year prevalence of illicit drug use for grades 8, 10, and 12 combined as of 2023, by drug.

Dataset Card for GSM8K

  Dataset Summary

GSM8K (Grade School Math 8K) is a dataset of 8.5K high quality linguistically diverse grade school math word problems. The dataset was created to support the task of question answering on basic mathematical problems that require multi-step reasoning.

These problems take between 2 and 8 steps to solve. Solutions primarily involve performing a sequence of elementary calculations using basic arithmetic operations (+ − ×÷) to reach the… See the full description on the dataset page: https://huggingface.co/datasets/openai/gsm8k.

Public school enrollment in prekindergarten through grade 8, by region, state, and jurisdiction: Selected years, fall 1990 through fall 2023 (Table 203.25. )

Reading, science and math mean scores from the Pan-Canadian Assessment Program (PCAP), by province.

The purpose of the ASSISTments Replication Study is to conduct a replication study of the impact of a fully developed, widely adopted intervention called ASSISTments on middle school student mathematics outcomes. ASSISTments is an online formative assessment platform that provides immediate feedback to students and supports teachers in their use of homework to improve math instruction and learning. Findings from a previous IES-funded efficacy study, conducted in Maine, indicated this intervention led to beneficial impacts on student learning outcomes in 7th grade. The current study examined the impacts of this intervention with a more diverse sample and relied on trained local math coaches (instead of the intervention developers) to provide professional development and support to teachers. Participating schools (and all 7th grade math teachers in the school) in this study were randomly assigned to either a treatment or control group. Teachers participated in the project over a two year period, the 2018-19 school year and the 2019-20 school year. The 2018-19 school year was to serve as a ramp-up year. Data used in the final analysis was collected during the second year of the study, the 2019-20 school year. The data contained in this project is primarily from the 2019-20 school year and includes student ASSISTments usage data, teacher ASSISTments usage data, student outcome data, and teacher instructional log data. Student outcome data is from the online Mathematics Readiness Test for Grade 8 developed by Math Diagnostic Test Project (MDTP). The teacher instructional log had teachers to answer questions about their daily instructional practices over the span of 5 consecutive days of instruction. They were asked to participate in 3 rounds of logs over the course of the 2019-2020 school year. Student and teacher usage data of ASSISTments were collected automatically as they used the system. The usage data was limited to treatment group only. Other data (outcome data, teacher instructional log data) were collected from both treatment and control groups.

The National Assessment of Educational Progress, 2008 (NAEP 2008), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2008 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in arts. The study was conducted using computer-based assessment of students. Students in grade 8 were sampled. Key statistics produced from NAEP 2008 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all eighth-graders) and groups within those populations (e.g., female students, Hispanic students).

Report on Demographic Data in New York City Public Schools, 2017-18; in response to local law No. 59. Test results, as provided in this report, only count students who were actively enrolled as of October 31, 2017. Therefore, they do not match numbers publicly available elsewhere, which include all test takers.

This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

Around 11 percent of U.S. respondents in grades 8, 10, and 12 in 2023 stated that they used marijuana/hashish within 30 days. This survey shows the 30-day prevalence of use of marijuana/hashish for grades 8, 10, and 12 combined, from 1991 to 2023.

Report on Demographic Data in New York City Public Schools In Response to Local Law No. 59 2016 Notes "Enrollment counts are based on the October 31st Audited Register for 2015."

The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. In 2012, 5 NASA surveys were carried out. One line in SPSS Statistics from the 2012 National Survey of Student Achievement coincides with the achievements or questionnaire answers of one particular student or a teacher. The information provided in databases is impersonal - a student or a teacher is identified based on code, without providing the class or school’s name. Each school that has participated in the 2012 National Survey of Student Achievement received a unique five-number school code. The code used for identifying the schools of both grade 4 and grade 8 students and teachers consists of a school code and the numbers identifying a class and a student. The class code in the student’s database coincides with the code in the teacher’s database. To connect these databases, the variable named “ID_klase” would have to be used as an identifier. This dataset contains data from a survey of 8th grade teachers of the mathematics study. All the provided questionnaire answers from teachers appear in teacher databases from the 2012 National Survey of Student Achievement. The same questionnaire was given to all the teachers. The teacher questionnaire consisted of general questions (to analyse the educational context), as well as personal questions or questions about the objective field. Dataset "NSSA 2012: 8th Grade Teachers of the Mathematics Study, 2012" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).

Local Law 14 (2016) requires that NYCDOE provide citywide Health Education data, disaggregated by community school district, city council district and each individual school. This provides information about the number and percent of students scheduled for at least one semester of health education as reported through the STARS database. NYSED mandates HIV/AIDS instruction with a set number of lessons for every student, every year. There are five required lessons per year for grade levels of K-6 and six required lessons for grade level 7-8; teachers must use the NYCDOE HIV\AIDS curriculum.

Science subdomain mean scores on the Pan-Canadian Assessment Program, by province.

Enrollment counts are based on the October 31st Audited Register for 2018. Data on students with disabilities, English language learners and students poverty status are as of March 12 2019. Due to missing demographic information in rare cases, demographic categories do not always add up to citywide totals. In order to view all data there is an excel file attached which you would select to open.

Around 12 percent of U.S. respondents in grades 8, 10, and 12 in 2023 stated that they used any illicit drug within 30 days. This statistic shows the 30-day prevalence of use of any illicit drug for grades 8, 10, and 12 combined from 1991 to 2023.

Provides assessment results for Mathematics (scaled score and performance level) for each year assessment has been administered. Consult plans.ednet.ns.ca for more information on the assessments.