The phrase "achievement levels for" is correct and usable in written English.
It can be used when discussing the different degrees of success or proficiency in a particular area, often in educational or performance contexts.
Example: "The report outlines the achievement levels for students in mathematics across various grade levels."
Alternatives: "performance standards for" or "success criteria for".
U.S. student achievement trails the average achievement levels for developed countries in reading, math, and science.
The only way to get to the point where you reach the highest achievement levels for all students is for teachers to study together and learn together".
By contrast, Victoria has the highest achievement levels for students whose parents didn't finish school but is not stretching its most advantaged students in the same way.
Those interest groups are especially peeved by a provision that requires the states to raise achievement levels for all categories of students, including children with disabilities, who have usually been shunted into separate classes and excluded from state achievement tests.
The board that oversees the program defines three achievement levels for each test: "basic" denotes partial mastery of a subject; "proficient" represents solid academic performance and a demonstration of competency over challenging subject matter; and "advanced" means superior performance.
Their scores were explained in terms of their proficiency and achievement levels for each section.
mu_{o} le mu_{Zo} ;forall o (20) mu_{o} le bar{alpha }_{o} forall o, (21 where (mu_{Zo}) represents the optimised membership function for oth goal, (mu_{o}) represents the degree of membership function for oth goal, and (bar{alpha }_{i}) represents the desirable achievement level for the oth fuzzy goal (Belmokaddem et al. 2009).
Worthy and Viise (1996) compared adults in literacy classes with children matched on achievement level for spelling and reported that adults had particular difficulties with inflectional endings.
It seems very strange to shoot for the achievement levels of these nations by doing the exact opposite of what they do.
The relation between achievement levels of boys and girls varied for the motor outcomes.
Most people blamed poverty for the low academic achievement levels of the children in D.C.
