Sentence examples for achievement variables from inspiring English sources
Studies matching groups on demographic covariates alone are critiqued for lacking baseline achievement variables (Farran and Lipsey 2015).
As Hox ([2010]) suggested, using multilevel regression models without taking into account the clustering of data in schools often leads to biased estimates, since achievement variables often have substantial variance at the school level.
Because the relationship between (1) attitude and students' self-assessments and (2) attitude and the reading achievement variables may have been reciprocal, I considered correlating the residuals of these variables to be an adequate approach.
We use the 2005 1% Mini-census Survey to examine the distribution of achievement variables against the birth month to see if the values change suddenly around the enrollment cutoff.
Table 2 presents the bivariate correlations between lead and each of the four achievement variables; these range from 0.38 to 0.47.
While much evidence was found in Ferguson's review relating to achievement variables as predictors of outcomes, the authors found less work undertaken on the role of interviews or personal statements and references.
As the primary interest of the current paper is to address the between-country correlation between mean attitudes and mean achievement, we expand the model in the previous section to also include a student-level achievement variable.
Moreover, ERS appears rather modestly correlated both with the attitudinal scales (both within- and between-country), but even more importantly, with the achievement variable, both within- and between- countries.
"Once again from a holistically focused success-oriented win perspective the matrix of this England team's goal-achievement variables is frankly …" I'm going to have to cut in there, Clive.
See footnote 14 for an explanation on how the variables Achievement, Curriculum, Essay, Recommendation and Qualities were constructed.
The number of studies addressing issues of inequality in educational outcomes using cognitive achievement tests and variables from large-scale assessment data has increased.
