The phrase "academic measure" is correct and usable in written English.
It can be used to refer to a standard or criterion used to assess academic performance or achievement.
Example: "The university implemented a new academic measure to evaluate student progress more effectively."
Alternatives: "educational standard" or "scholarly benchmark".
From now on, time will pass without artificial academic measure.
Despite the fact that many of its 17 schools serve desperately poor, minority neighborhoods, its students significantly outperform their traditional school counterparts, on just about every academic measure, including the percentage of children who go on to four-year colleges.
(As in Florida, New York policy makers resist alternative academic measures and now identify school failure by low scores alone, without considering Ms. Keegan's "mitigating factors").
So-called noncognitive skills — attributes like self-restraint, persistence and self-awareness — might actually be better predictors of a person's life trajectory than standard academic measures.
Part of what he does is academic, measuring the causes of the gap by annually surveying the performance, behaviors and attitudes of up to 100,000 students.
The new study, published in the journal Pediatrics, used data from Iceland, where health and academic measures are tracked nationally and stimulant prescription rates are high and on par with rates in the United States.
"Sadly, this is a school that for years has performed far below citywide averages on critical academic measures, which is why we are considering phasing it out and providing students with better options," Ms. Feinberg said in a statement.
The problem is not race-conscious holistic review; rather, it is the added, sub-rosa deployment of racial balancing in a manner that keeps the number of Asians so artificially low relative to whites who are less strong on academic measures.
In addition, Hispanics outperform blacks (and FRL) on academic measures, and even accumulate nearly as much work experience as whites.
Once again, minorities score lower than whites on most academic measures and FRL students score lower than non-FRL.
EFs accounted for unique variance across all academic measures even when controlling for speed of processing and general intelligence and partially accounted for disparities in school readiness associated with type of preschool enrollment.
