Sentences with phrase «third year outcome»

Not exact matches

If stocks end lower on the year, it would be highly unusual statistically for a negative outcome in the third year of a presidential term.

The Senate passage shortly after midnight averted a third federal shutdown this year, an outcome both parties wanted to avoid.

I have suggested previously that the academic witch - hunters are responding to a catastrophic outcome among minority students: «Little more than a third of black male college students obtain a bachelor's degree (ideally a four - year program) after six years of university attendance.

Albanese, who finds himself running for mayor a third time this year and will appear on the general election ballot on the Reform Party line no matter the outcome of the Democratic primary, provided a few alternatives about how he would run the city.

Each and every year plus size personals are spending millions on it and for that reason the online plus size dating industry officially became the third greatest earning business across the world as the direct outcome.

This comprehensive unit plan is suitable for S1 / S2 (Scotland), Year 7/8 (England) and takes into account the experiences and outcomes for RMPS, Literacy, Health and Wellbeing (the Third and Fourth level).

It could also average those outcomes from the current school year with those of the previous year or two: for example, scores of third - grade Hispanic students in spring 2017 averaged with those of third - grade Hispanic students in spring 2016, or 2016 and 2015.

This comprehensive unit plan is suitable for S1 / S2 / S3 (Scotland) and Year 7 / 8/9 (England) and takes into account the experiences and outcomes for RMPS, Literacy, Health and Wellbeing (the Third and Fourth level).

[13] Our outcome of interest is the third or fifth - grade score on the Florida Comprehensive Assessment Test (FCAT)[14] taken in the relevant year between 1999 and 2012, which we standardize statewide at the grade and year level to have a mean of zero and standard deviation of one.

A third of teachers absent for all or part of the 2016 - 17 school year due to pregnancy or maternity who were eligible for progression and knew their outcome, had been denied it.

There were a small number of outcomes favoring Head Start participants at the end of the Head Start year, but no appreciable differences between children attending and not attending Head Start from kindergarten through third grade.

Three years ago, U.S. Secretary of Education Arne Duncan created a dedicated Office for Early Learning with the ambitious goal of «improving the health, social - emotional, and cognitive outcomes for children from birth through third grade.»

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Third Year Report (2008) provides third - year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gThird Year Report (2008) provides third - year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gaYear Report (2008) provides third - year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gthird - year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gayear study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gains.

Denver's SchoolChoice System shows consistent improvement in participation and outcomes, but critical obstacles remain for some families A + Denver and University of Washington's Center on Reinventing Public Education (CRPE) release third - year findings of Denver's unique school choice system Denver's pioneering school choice system is working remarkably well for families, but gaps remain in the availability...

However, by the third year of the program the negative outcomes had been reversed.

Rather worryingly, almost a third of the teachers admitted that they are asked to predict GCSE outcomes for students currently in year 7, which is five years away from the actual exams.

Third - party research has shown EL Education's ability to improve student outcomes: For example, a study by leading research organization Mathematica Policy Research found that students in EL Education schools gained an extra seven months of learning growth in reading after three years.

About a third of the teachers rated minimally effective last year opted to leave the system, also a good outcome.

The intention was a three - year plan, with the first year focused on implementation, the second on program improvement and outcomes and third focusing on goals and sustainability.

In 2011, the findings that K - 3 Plus associated with positive student outcomes in literacy and numeracy from the New Mexico Standards Based Assessment data for third grade, resulted in a new legislated funding formula that assigns a percent of the school year unit or «per pupil» value to support K - 3 Plus.

Five year, $ 3 million investment to investigate how the Montessori approach produces achievement outcomes for children age three to third grade and may reduce the achievement gap between children from under - resourced communities and other children.

The reduced - spanking outcome occurred during the Head Start year and kindergarten, but it did not last into the first or third grades.

In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.

But Ms. Weingarten, the union leader, cited another study this year from the Center for Research on Education Outcomes — also at Stanford — that looked at charters in 16 states and found that half did no better than traditional schools, and more than a third performed worse.

«Given the focus in our state on improving educational outcomes, and with new third grade retention requirements looming next year, this is an issue that merits focused attention,» said Anne Discher, a senior research associate with CFPC.

Such statements reflect the current views of Barnes & Noble with respect to future events, the outcome of which is subject to certain risks, including, among others, the general economic environment and consumer spending patterns, decreased consumer demand for Barnes & Noble's products, low growth or declining sales and net income due to various factors, including store closings, higher - than - anticipated or increasing costs, including with respect to store closings, relocation, occupancy (including in connection with lease renewals) and labor costs, the effects of competition, the risk of insufficient access to financing to implement future business initiatives, risks associated with data privacy and information security, risks associated with Barnes & Noble's supply chain, including possible delays and disruptions and increases in shipping rates, various risks associated with the digital business, including the possible loss of customers, declines in digital content sales, risks and costs associated with ongoing efforts to rationalize the digital business and the digital business not being able to perform its obligations under the Samsung commercial agreement and the consequences thereof, the risk that financial and operational forecasts and projections are not achieved, the performance of Barnes & Noble's initiatives including but not limited to its new store concept and e-commerce initiatives, unanticipated adverse litigation results or effects, potential infringement of Barnes & Noble's intellectual property by third parties or by Barnes & Noble of the intellectual property of third parties, and other factors, including those factors discussed in detail in Item 1A, «Risk Factors,» in Barnes & Noble's Annual Report on Form 10 - K for the fiscal year ended April 30, 2016, and in Barnes & Noble's other filings made hereafter from time to time with the SEC.

Through innovative programming and community partnerships, Austin Animal Services is entering its third consecutive year with a live outcome rate of 90 % or better.

Recalling the concern reflected in the outcome document of the United Nations Conference on Sustainable Development, entitled «The future we want», 1 that the health of oceans and marine biodiversity are negatively affected by marine pollution, including marine debris, especially plastic, persistent organic pollutants, heavy metals and nitrogen - based compounds, from numerous marine and land - based sources, and the commitment to take action to significantly reduce the incidence and impacts of such pollution on marine ecosystems, Noting the international action being taken to promote the sound management of chemicals throughout their life cycle and waste in ways that lead to the prevention and minimization of significant adverse effects on human health and the environment, Recalling the Manila Declaration on Furthering the Implementation of the Global Programme of Action for the Protection of the Marine Environment from Land - based Activities adopted by the Third Intergovernmental Review Meeting on the Implementation of the Global Programme of Action for the Protection of the Marine Environment from Land - based Activities, which highlighted the relevance of the Honolulu Strategy and the Honolulu Commitment and recommended the establishment of a global partnership on marine litter, Taking note of the decisions adopted by the eleventh Conference of the Parties to the Convention on Biological Diversity on addressing the impacts of marine debris on marine and coastal biodiversity, Recalling that the General Assembly declared 2014 the International Year of Small Island Developing States and that such States have identified waste management among their priorities for action, Noting with concern the serious impact which marine litter, including plastics stemming from land and sea - based sources, can have on the marine environment, marine ecosystem services, marine natural resources, fisheries, tourism and the economy, as well as the potential risks to human health; 1.

The COP will also hear a report from the ADP concerning progress made during the third year of its mandate to develop «a protocol, another legal instrument or an agreed outcome with legal force under the Convention applicable to all Parties» by 2015 to enter into force no later than 2020.

In the early months and years of these initiatives, it can be difficult to assess whether changes in policy and practice are having a significant effect on big - picture outcomes for children — third grade reading scores, for instance, or college and career readiness.

October 16, 2013 Webinar — Birth to Eight: An Outcome Based Framework for School Readiness and Reading by Third Grade This year nearly one - third of all New York 4th graders tested «well below proficient» on the state's English Language Arts (ELA) Third Grade This year nearly one - third of all New York 4th graders tested «well below proficient» on the state's English Language Arts (ELA) third of all New York 4th graders tested «well below proficient» on the state's English Language Arts (ELA) exam.

Parenting behavior and children's social cognitive skills that had previously emerged as proximal outcomes at the end of the 1st year of intervention continued to show positive effects of the intervention at the end of third grade.