Sentence examples for academic ability for from inspiring English sources

But this longstanding system for tracking children by academic ability for more effective teaching evolved into an uncomfortable caste system in which students were largely segregated by race and socioeconomic background, both inside and outside classrooms.

All of the youth participants are a part of a single school district, and they were assumed to have the same general background in education as their peers from a different school within the same district and geographically close by though we understand that it is difficult to match students in terms of academic ability for intervention groups.

This implies that academic ability and aptitude for veterinary medicine are necessary but not sufficient for success in the profession.

Therefore, individual educational direction within clinical rotations is often provided for a small number of students at the extremes of academic ability but not for the majority of students.

The purpose of the examination is to measure test-takers' academic ability as required for university education (KICE, 2012).

The research reports that students with stronger academic ability as measured, for example, by SAT scores are more likely to initially major in a STEM field and to persist (Ost, 2010; Rask, 2010; Griffith, 2010).

Since the introduction of the UCCA system in the 1960s (Universities Central Council on Admissions, now UCAS, Universities and Colleges Admission Service), admission panels have been able to read free text, unstructured references or statements of each candidate's academic ability and suitability for medicine, usually written by the student's head teacher.

The average obtained varied from 44.3 for musical to 49.1 for academic ability.

There is evidence for the continuing use of academic ability as a selection criterion for health professional schools; however, there is little evidence for the reliability and validity of measures currently in place to assess personal characteristics.

What Oxford graduates do have in common is academic ability and a capacity for independent thought.

Controlling for academic ability, however, eliminated all but one group difference: the difference in auditory perception of anger.