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Treasury sells bills, notes, bonds, FRNs, and TIPS at regularly scheduled auctions. Refer to the auction announcements & results press releases for more information. Follow the links below to get the latest information on:

The Corporate Scorecard reports the annual snapshot of results achieved by the World Bank Group, including results and performance indicators of the World Bank, International Finance Corporation (IFC), and Multilateral Investment Guarantee Agency (MIGA).

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Results Briefs are short presentations of results that have been achieved with World Bank support. They describe the challenges, solutions and results achieved and provide information on financing instruments and beneficiaries.

See average score results for selected student groups through the drop-down menu selection below. Symbols in the figure indicate the score change between two sets of assessment years: from 2012 to 2020 and from 2020 to 2023. For example, in the figure below for race/ethnicity, the gray diamonds indicate that the 2020 reading score was not significantly different from the 2012 score for any racial/ethnic group with reportable results, and the down arrows indicate that 2023 reading scores declined for White and Black students and for students of Two or More Races in comparison to 2020.

The average reading score in 2023 for those students who reported reading for fun on their own almost every day was 275, which was higher than the scores for students who reported other levels of frequency for reading on their own time. See a data table with average score results.

Since the 1970s, the NAEP long-term trend assessments have been administered to monitor the academic performance of students across three age levels (9-, 13-, and 17-year-old students). This report mainly focuses on the comparison of age 13 students (typically in grade 8) between 2020 and 2023. A report card summarizing results for 9- and 13-year-old students across all administrations back to the 1970s is forthcoming.

The instruments and methodologies of LTT and main NAEP assessment programs are different; therefore, direct comparisons between the LTT results presented in this report and the assessment results presented in other main NAEP reports are not possible. Read more about the differences between long-term trend and main NAEP assessments.

NOTE: The NAEP long-term trend (LTT) reading and mathematics scales range from 0 to 500. Because the scales were developed separately for each subject, comparisons cannot be made from one subject to another. Black includes African American. Hispanic includes Latino. Race categories exclude Hispanic origin. The information about National School Lunch Program (NSLP) variable is based on available school records. If school records were not available, the student was classified as "Information not available." The category "students with disabilities" includes students identified as having either an Individualized Education Program (IEP) or protection under Section 504 of the Rehabilitation Act of 1973. The results for students with disabilities and English learners are based on students who were assessed and cannot be generalized to the total population of such students. See more information about student group variables. Detail may not sum to totals because of rounding or the omission of categories. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant. NAEP reports results using widely accepted statistical standards; findings are reported based on a statistical significance level set at .05, with appropriate adjustments for multiple comparisons. Only those differences that are found to be statistically significant are referred to as "higher" or "lower."

Note: 2023 student data files, summary data files, and preliminary student performance reports (SPRs) were made available to districts in June; finalized SPRs and school- and district-level reports were made available in July. Districts and schools may share confidential individual student performance reports with parents and may use aggregated and individual student level results internally for informational and planning purposes as soon as they are received.

The RFI results make it clear: America needs to produce more semiconductors. Congress must pass funding for domestic semiconductor production, such as the U.S. Innovation and Competition Act, to solve our supply challenges for the long term.

MCAS test results from the last six years are available below. Click on the year to view results and interpretive materials. To view results from prior years, browse School and District Profiles or contact Student Assessment Services at mcas@doe.mass.edu .

Apportionment is the process of dividing the 435 memberships, or seats, in the U.S. House of Representatives among the 50 states. At the conclusion of each decennial census, the results are used to calculate the number of seats to which each state is entitled. Each of the 50 states is entitled to a minimum of one seat in the U.S. House of Representatives.

The results of this exploratory consultation gave us a direction on where to dig deeper and engage in a thorough reflection on how to unleash the Single Market for digital networks and make our connectivity more secure and future-proof.

The structure of the excel file is similar to the published results. The questions are in row 4, while the individual contributions are in the rows below it. The contributions are split into 3 worksheets (Content, Content 1 and Content 2), each containing one third of the responses. The worksheets are not linked, therefore if you change the order of the rows by sorting the responses by certain conditions, this will only affect one worksheet.

Loss projections for the CBES scenarios are based on the balance sheets of participants as they stood at the end of 2020. So they represent an expectation of losses that might materialise if banks and insurers do not act to reduce the climate risks they face. This design feature makes interpretation of the results more straightforward and allows a clear, separate focus on specific actions that participants might take in response to the scenarios. But it is also likely to push projected losses upwards, as over the thirty year horizon of the CBES participants would likely be able to adjust their business models, and may reduce or mitigate some of the risks they face.

The Bank will help the banks and insurers it regulates to use the results of the CBES to improve their climate risk management capabilities, both through individual firm supervisory dialogue and by sharing and discussing key thematic findings with the banking and insurance industry more broadly (including through the Climate Financial Risk Forum (CFRF)).

The NAA scenario also results in significant costs for banks and insurers during the scenario horizon, as the intensification of physical risks leads to higher losses on lending and insurance activities, and lowers the return on financial assets.

The aggregate results show that, for life and general insurers, the NAA scenario would be likely to have a more significant impact than either of the transition scenarios, even within the 30-year window of the exercise. For life insurers, this was because forward-looking asset price impacts are greatest at the end of that scenario with an overall impact worth just over 15% of total market value. Such falls in asset prices would of course affect all holders of assets and participants in these markets. For general insurers, the key way that losses materialised was via a build-up in physical risks, which resulted in higher claims for perils such as flood and wind-related damage. UK and international general insurers, respectively, projected a rise in average annualised losses of around 50% and 70% by the end of the NAA scenario. Staff analysis on UK insurance losses suggests increases could be as much four times higher than firms submitted. Insurers reported that the impact of these increased domestic and international insurance claims would fall, ultimately, on households and businesses through higher insurance premiums or through lower availability of insurance cover.

The Bank will help the banks and insurers it regulates to use the results of the CBES to improve their climate risk management capabilities, both through individual firm supervisory dialogue, and by sharing and discussing key thematic findings with the banking and insurance industry more broadly (including through the Climate Financial Risk Forum (CFRF)).

Life insurers faced many of the same issues as banks in modelling corporate exposures, and like banks, life insurance firms varied in the overall strength of their approaches to modelling losses on their assets and their ability to validate their results. Although life insurers also relied heavily on third-party modelling, some are now investing in their own in-house capability or alternative tools, to replace or test these models.

This document describes the definitions for results data elements submitted to ClinicalTrials.gov for interventional studies (clinical trials) and observational studies. These definitions are mostly adapted from 42 CFR Part 11.Data element entries are annotated with symbols to indicate generally what information is required to be submitted and under which circumstances. The responsible party must ensure that the information provided complies with any applicable laws, regulations, or policies. For more information about various requirements and definitions of regulatory terms under 42 CFR Part 11, see Support Materials.Note: The term "clinical study" is used to refer to both interventional and observational studies. The term "participant" is used to refer to a human subject. e24fc04721