"achievement outcome" is correct and usable in written English.
You can use it to refer to the end result from a goal or a project. For example, "After months of hard work, we were finally able to see the achievement outcome of our project."
In contrast, children whose attention problems emerged in second grade did not differ from comparison children on any achievement outcome performed significantly better than inattentive first graders.The implications of these findings are discussed.
In other words, how much can socioeconomic inequality (exposure, X) in educational achievement (outcome, Y) be reduced by improving school entry academic skills (mediator, M), and what effect would this have on overall population levels of educational achievement?
In this study, we use teacher-rated academic skills as the measure of school readiness because these are relatively direct precursors of our academic achievement outcome measured at ages 15 16.
Early math ability has been shown to have stronger associations with later reading and math achievement than early reading ability (Duncan et al., 2007), but as our later educational achievement outcome includes both English and maths, we have not separated math and literacy at school entry.
Research shows that parental involvement increases student achievement outcomes, and family-oriented programs have a direct impact on student performance.
But, and here's the thing, it does correlate with tons of other stuff, like SAT scores, grade point average, and all kinds of other achievement outcomes.
He also managed Initiatives in Urban Education (IUE), a foundation organized for Calkins by his children that is dedicated to improving student achievement outcomes in Cleveland public schools.
The collection of achievement outcomes was divided into two sub-collections, according to the amount of technology integration in the control condition.
To assess school-age cognitive and achievement outcomes in children with prenatal cocaine exposure, controlling for confounding drug and environmental factors.
Results also revealed a significant interaction between achievement goals and condition on achievement outcomes, such that learners adopting a dominant performance-approach demonstrated higher achievement in the prompt and feedback condition.
Our results highlight the potential for important variation in the quality of teacher-induced learning, distinct from the relative size of learning effects as measured by short-term student achievement outcomes.
