The phrase "academic baseline" is correct and usable in written English.
It can be used to refer to a standard or reference point in an academic context, often related to performance or expectations.
Example: "To assess the students' progress, we need to establish an academic baseline for their performance at the beginning of the semester."
Alternatives: "educational standard" or "scholarly benchmark".
Like prospective academic studies, Baseline will presumably take a while to yield results.
Students' high school G.P.A.'s — powerful predictors of college grades — were included in the study as control variables, to establish subjects' baseline academic ability and ensure no dramatic swings in G.P.A. occurred that might belie other factors at play.
Patients underwent serial evaluation of cognitive and academic functioning from baseline up to 5 years post diagnosis.Serious hearing loss, PFS, younger age at diagnosis, and high-risk status were all significant risk factors for decline in intellectual and academic skills.
The management of all patients presenting to the emergency department over three successive time periods was evaluated; the baseline, academic detailing and CDSS periods.
Facilitator and participant engagement, discrepancies in baseline academic skills, and frequency of group interactions all could have played a role in the degree of each group's success.
Mean scores on the USMLE Part 1 exam of PCT and control students were compared using ANOVA to look for baseline academic differences between the groups.
The lack of significant baseline academic test scores across Groups 1, 2 and 3 in our sample (Table 1, Panel C) is particularly good evidence that schooling outcomes were in fact balanced at baseline, for instance.
There were no significant differences in baseline academic performance between children completing <20 and >20 sessions for children in Year 5, t(23) = −.887, p =.387 and d =.6, or children in Year 6, t(23) = −1.160, p =.259 and d =.545.
This study was conducted in a single academic institution, and the baseline motivational characteristics of these participants may not reflect those of internal medicine and family medicine residents nationwide.
To investigate whether progress in academic attainment was related to baseline attainment, children in the trained groups were divided into low and high baseline groups.
