The phrase "achievement corrected" is not standard in written English and may cause confusion.
It could be used in a context where you are referring to an achievement that has been amended or revised, but it is not a common expression.
Example: "After reviewing the results, we found that the achievement corrected was not accurately reported in the initial assessment."
Alternatives: "amended achievement" or "revised achievement".
And similar results were found for achievement corrected for previous achievement:.30 versus.12 for teacher-rated achievement (non-significant difference), and.20 versus.08 for test achievement (significant difference).
For example, heritabilities were 0.52 for teacher-rated achievement, 0.49 for g-free teacher-rated achievement, and 0.47 for 12-year teacher-rated achievement corrected for 10-year achievement.
Similar results emerged for 12-year achievement corrected for achievement at age 10: Heritability for 12-year achievement independent of 10-year achievement was.44 for teacher ratings and.52 for test data.
Re-standardizing these residual estimates results in a heritability estimate of 48% (.25/(.25+.11+.16) = .48) for 12-year teacher-rated achievement corrected for both 10-year achievement and g; the re-standardized estimate of shared environment is 21% (.11/(.25+.11+.16) = .21).21
" 'Governor Reagan' is a welcome achievement, correcting not just this important politician's knee-jerk critics but also his beatifiers".
For all its familiarity, "Governor Reagan" is a welcome achievement, correcting not just this important politician's knee-jerk critics but also his beatifiers.
Similar results were found when 12-year achievement was corrected for achievement at age 10: Shared environment estimates were.13 for teacher-rated achievement and.04 for tested achievement.
As indicated by the pattern of MZ and DZ twin correlations, shared environment was lower when achievement was corrected for g:.30 versus.21 for teacher-rated achievement, a non-significant difference, and.20 versus.06 for tested achievement, a significant difference.
Non-shared environmental influences were significantly greater when achievement was corrected for either g or for previous achievement.
This component of variance was substantially greater when achievement was corrected for g:.33 versus.20 for teacher ratings and.54 versus.25 for test scores.
We use our measure of high school achievement to correct for selection into higher education, which, as discussed above, is unobservable in most studies.
