Sentences with phrase «after accounting»

The deal ended up costing Barnes & Noble $ 460 million after accounting for the unit's cash on hand at the closing date.

The Kindle Fire comes with 8 GB of internal storage, with just more than 5 GB free after accounting for the operating system and pre-loaded apps.

Fuel consumption is nonlinear: it costs more to go faster, even after accounting for time savings, and the percentage increase rises with speed.

While Smashwords» authors enjoy a 70 % royalty on domestic sales, they will receive a 60 % on Flipkart sales after the accounting for the withholding tax charged in the country.

The authors used a nationally representative sample of police - reported crashes in the United States to show that, after accounting for crash severity, front - seat occupants in vehicles with airbags had higher fatality rates than those in vehicles without airbags.

There are diesel models offered in Europe but after accounting for less one in 20 sales in this country, Audi Australia made the decision not to import any oil - burning A5 Cabs here.

On September 7, 2016, DOT awarded $ 759 million (after accounting for the obligation limitation) in FY 2016 FASTLANE funding to 18 infrastructure projects, supporting $ 3.6 billion in infrastructure investments in 15 States and the District of Columbia.

However, after accounting for the statutorily - imposed annual limitation on obligations, the annual amount that DOT may actually offer in grants is slightly less than the program's total authorization level.

The Secretary awarded eight STSFA grants to seven lead States (California, Delaware, Hawaii, Minnesota, Missouri, Oregon (2), and Washington) totaling $ 14.23 million (after accounting for the obligation limitation).

After accounting for pensions, the funding gap between high - and low - poverty schools in Illinois doubles.

After accounting for performance levels at fallback schools, the relationship between the remaining variation in school performance and the entire «No Excuses» package of practices weakens.

This result confirms my hypothesis and corroborates other literature indicating that after accounting for selection bias, on the whole choice schools do not outperform traditional public schools.

For grades 4 - 6, the HLM analysis on data from 395 students and 56 teachers (see Table 18) revealed that after accounting for fall scores, 39 % of the variance in spring comprehension scores was between teachers.

The HLM analysis (see Table 19) for grade 1 (163 students and 24 teachers) revealed that 33 % of the variance in spring writing scores was between teachers, after accounting for fall scores.

For grades 2 - 3, the HLM analysis on data from 380 students and 53 teachers (see Table 17) revealed that after accounting for fall scores, 29 % of the variance in spring comprehension NCE scores was between teachers.

For spring letter - name knowledge, the HLM analysis on data from 184 students and 26 teachers revealed that after accounting for fall scores, teachers accounted for 38 % of the variance in students» spring scores.

Although differences in teacher and school characteristics — such as a teacher's experience or a school's student demographics — explained some of this gap, more than half of the gap remained even after accounting for such factors.

The HLM analysis (see Table 13) for grade 1 (188 students and 27 teachers) revealed that after accounting for fall scores, 41 % of the variance in spring fluency scores was between teachers.

For grades 2 - 3, the HLM analysis on data from 348 students and 50 teachers (see Table 20) revealed that after accounting for fall scores, 33 % of the variance in spring writing scores was between teachers.

The HLM analysis (see Table 16) for grade 1 (175 students and 25 teachers) revealed that after accounting for fall scores, 32 % of the variance in spring comprehension scores was between teachers.

Our HLM analysis revealed that the school - level factor of collaborative leadership accounted for 29 % of second - through sixth - graders» variance in spring fluency scores (number of words read correctly in one minute), after accounting for fall scores.

The HLM analysis of spring writing scores among second - through sixth - graders (see Table 9) revealed that the school - level factor of collaborative leadership accounted for 25 % of the variance in students» spring writing after accounting for fall scores.

Over the last forty years, the cost per student of our system has more than doubled, after accounting for inflation.

The National Association of State Boards of Education states that effective teaching is the primary factor that influences student achievement after accounting for student characteristics.

Notably, even after accounting for other factors, teachers» expectations and students» college - going outcomes had a significant relationship, and teacher expectations were tremendously predictive of student college completion rates.

Large differences in funding between states remain even after accounting for differences in the cost of living between states.

Even after accounting for sponsored academies, more heads left MATs with between six and 30 schools than in single academy trusts.

The North Carolina study finds that even the course - adjusted value - added measure is a worse predictor of future value - added in high schools than in elementary schools, even after accounting for tracking.

After accounting for differences in how much families earn, both districts» PTA revenues remained steady during this time period, with per - pupil PTA revenues equal to 0.06 percent of the income of the median household with children.

After accounting for ethnicity, gender, and other demographic traits; parental education and income; and high school characteristics, more - advanced mathematics courses still had an effect on annual earnings.

However, after accounting for pension spending the gap more than doubles to $ 941 per pupil.

Previous studies have found that between - school variance in progress, after accounting for intake attainment, is close to 10 %.

When the children were compared after accounting for those confounding factors, the probability for being identified for special education was always lower for minority students.

After accounting for fade - out, that would produce an additional.025 standard deviations per year.

In fact, after accounting for the civic climate of an individual's high school, an individual's own belief that voting is a civic duty does not have an impact on voting as an adult.

Here are the top 10 districts most affected by the sharing requirement, in terms of the percentage of capital dollars each would have to share after accounting for debt service:

Yet that seems to be only part of the story: Dr. Jerrim said he was surprised to discover a considerable gap in access to selective colleges and universities even after accounting for differences in academic performance as measured by grades or standardized tests.

Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.

Other differences between states with and those without «no promo homo» laws were also found, after accounting for demographics, geography, and state education spending.

Even after accounting for state differences in demographics, geographic region, urbanicity, education spending, and political attitudes, schools in states with «no promo homo» laws were:

Comparing results internationally, Dr Thomson said that Australia performed equal 10th in science, equal 12th in reading and equal 20th in mathematics, after accounting for insignificant differences between countries and economies.

The least deprived schools were also most likely to improve their Ofsted judgement and least likely to be down - graded, even after accounting for their previous Ofsted judgement.

This strong negative correlation exists even after accounting for the lower gross domestic product (GDP) per capita, which is associated with lower literacy rates, in countries with larger Catholic population shares.

On the importance of setting high expectations, analysis shows students in schools where teachers have low expectations are 1.2 times more likely to perform poorly in mathematics, after accounting for socioeconomic status.

So that's what teachers and schools need to address: Even after accounting for students» performance, gender and socio - economic status, students who said their teacher adapts the lesson to the class's needs and knowledge were less likely to report feeling anxious when they are well prepared for a test, or to report that they get very tense when they study.

PISA results show that, even after accounting for differences in performance and socio - economic status, girls who perceive that their parents encourage them to be confident in their abilities were 21 % less likely to report that they feel tense when they study, on average across OECD countries.

PISA results show that when students discuss money matters with their parents, they have significantly higher financial literacy skills, even after accounting for differences in socio - economic background and their performance in other subjects.

Second, wage - based measures of quality suggest that the wages of teachers relative to those of other workers have fallen considerably, even after accounting for other factors that may not be related to quality.

Also here PISA suggests that there is much teachers can do about this: Even after accounting for students» performance, gender and socioeconomic status, students who said their teacher adapts the lesson to the class's needs and knowledge were less likely to report feeling anxious when they are well prepared for a test, or to report that they get very tense when they study.

And it seems to matter for performance too: Students whose parents reported «spending time just talking» were two - thirds of a school - year ahead in science learning, and even after accounting for social background the advantage remains at one - third of a school year.