The phrase "achievement divide" is correct and usable in written English.
It can be used to refer to the gap in achievement levels between different groups, often in educational or socioeconomic contexts.
Example: "The achievement divide between students from affluent backgrounds and those from low-income families continues to widen."
Alternatives: "performance gap" or "success disparity".
Poor academic achievement has long been a problem for African-Americans and Hispanics, but now the achievement divide has extended further.
The glaring problem is that some time after elementary school the achievement divide in math and science between boys and girls starts increasing dramatically.
The one real worry nailed by the story's coverage is the achievement divide: The scores reveal a gap in the passing rate between white and Asian students, on one side, and African American and Latino students on the other.
Over two and a half years, 671 kindergartners (mean age 4.6 years at the start of the study) were assessed on non-symbolic and symbolic comparison skills at six time points, and on their basic math achievement (divided into math fluency and math reasoning), and mapping skills at the end of first grade.
The School Achievement Test (Teste de Desempenho Escolar, TDE) is a measure of educational achievement divided into three subtests: reading, writing, and arithmetic.
If you want graphic proof of how the income-achievement divide matters, it's easy to find: students in schools with greater resources (including wealthy parents), for example, regularly do better in standardized tests and essentially any other metric of academic achievement.
White voters overall, regardless of educational achievement, are divided almost evenly in the battleground districts, with 49percentt saying they support the Republican and 47 percent saying they favor the Democrat.
As has already been mentioned the plausible values for reading achievement were divided by 100, and the measure of computer use was expressed as the proportion of students saying they were using computers at least once or twice a week.
More than three decades later, the results are definitively mixed, with high turnover at the schools inside the zones and achievement still divided.
Achievement gaps that divide students by race and wealth elsewhere are negligible at Lowell.
Many American cities are home to massive achievement gaps that divide rich and poor students.
