Attainment Sample Clauses

Attainment. 1. All teachers are encouraged to achieve Highly Qualified Status. The principal and teacher will mutually develop a plan and a timeline for the teacher to achieve Highly Qualified Status.
Attainment a “point in timemeasure of student proficiency which compares the measured proficiency rate with a pre-defined goal.
Attainment. Data is based on classification at Exit Award, with ‘attainment’ means achievement of a First or 2:1 degree outcome. Data for BAME attainment is too small to make any meaningful assessment. However, internal records currently show no concerns, with all BAME graduates with available data achieving First outcomes. The College will continue to monitor and build a data picture across the life of this plan.
Attainment. The RAS criteria will be separately calculated and applied to Iceberg and Kodiak. If StorageTek fails to meet the established RAS criteria for Service Calls or Impact Error rates set forth in Section 9.3a for Iceberg and Kodiak in any calendar quarter (after taking into consideration the applicable Guardbands), then StorageTek shall be given until the end of the next succeeding quarter to implement the action plan described in Section 9.3e, above. If the RAS criteria is missed again during such next quarter, then IBM will receive credit towards attainment of its ** Volumes in an amount equal to -------------------- ** Confidential portions omitted and filed separately with the Securities and Exchange Commission under an application for confidential treatment. 29 37 either: (i) such ** , or (ii) ** , times the ** was more than the ** set forth in Section ** , above. The amount of credit that is counted for attainment towards IBM's ** will be calculated ** ." Such ** amounts will be ** to determine the amount of credit that IBM is entitled to receive toward the achievement of its volume commitments. An example of the calculation of the amount of credits to which IBM may become entitled under this clause (i) is ** .
Attainment status refers to those regions that are meeting federal and/or state standards for a specified criteria pollutant. “Non-attainment” refers to regions that do not meet federal and/or state standards for a specified criteria pollutant. “Unclassified” refers to regions where there is not enough data to determine the region’s attainment status for a specified criteria air pollutant.
Attainment. Notes on interpreting the analysis Percentage Point GapsThe Key Stage measures (% of pupils achieving various levels) are used to present the month of birth effect as the most familiar measures available. However, certain characteristics of the measures mean that they should be interpreted with care when making comparisons across Key Stages or between different groups of pupils or schools; this is because the current average attainment for these different groups / Key Stages varies, meaning that smaller or larger percentage point gaps may be influenced by the choice of measure rather than the size of the effect. To explain why this is the case, the Key Stage measures can be viewed as cumulative normal distributions, with the result that percentage point gaps for those measures or groups where the average attainment is currently below 45-50% would be expected to widen over time, simply as a result of rising overall standards pushing the attainment for different groups along the cumulative curves; for measures or groups where the average attainment is currently above 50-55%, the percentage point gaps would be expected to narrow over time, simply as a result of rising standards. For an illustrated example of this effect, see section 1.4 on school performance and month of birth gaps. Odds RatiosOdds Ratios are used in some of the analyses as an alternative way of quantifying the month of birth attainment gaps – they provide a like-for-like comparison of groups with different underlying levels of attainment, and for different Key Stages where the national attainment level is currently at a higher or lower percentage. An odds ratio of greater than 1, for autumn compared with summer, suggests that being born in the autumn has a greater association with the outcome (e.g. achieving a Key Stage level) than being summer-born; similarly an odds ratio of less than 1 would imply a lesser association with the outcome. These odds ratios are calculated from the odds for autumn and the odds for summer, which are in turn calculated from the percentages of pupils achieving the outcome.2 Worked Example:If: 80% of autumn-born children achieve XAnd: 60% of summer-born children achieve X Then: Odds (achieving X) for autumn-born children = 0.8 / (1-0.8) = 4 And: Odds (achieving X) for summer-born children = 0.6 / (1-0.6) = 1.5 And: Odds Ratio (achieving X),for autumn compared with summer = 4 / 1.5 = 2.7
Attainment. Levels of attainment are low: ⇒ In the region only North Yorkshire exceeds the national average for GCSE passes. ⇒ Since its establishment in 1996 in every year, except 2001, the Hull LEA has been bottom of the league tables for GCSE results. Hull is the only Council ranked at the lowest grade for Education by the Audit Commission (December 2004) ⇒ In 2002 only 28.9% students in Hull achieved 5 A* - C at GCSE compared to a national average of 51.6% ⇒ Average A level scores for Hull maintained schools are 14.4 compared to English average of 16.4