The phrase "achievements compared" is correct and usable in written English.
It can be used when discussing or analyzing the relative success or accomplishments of different individuals, groups, or entities.
Example: "In the annual report, the achievements compared between the two departments highlighted significant differences in performance."
Alternatives: "accomplishments evaluated" or "successes contrasted".
Accepting the award from prime minister John Key, in typically humble fashion, the former All Blacks' skipper downplayed his achievements compared with the other nominees, rights advocate Louise Nicholas and environmentalist businessman Rob Fenwick.
Germans respect their armed forces but a 2007 survey by the Bundeswehr found that only 42% of the population were proud of their achievements, compared with 87% of Americans.
SGA was not associated with lower academic achievements compared with AGA.
Vehicle owners report higher levels of satisfaction with their standard of living, health, and achievements, compared to non-owners, unless auto is their only travel mode.
Their achievements compare with the decades in which urban politics consisted of sharing the spoils while papering over a city's decline.
The relationship between cognitive health status and LS is very crucial which can be assessed from the individuals' overall cognitive assessment of their living conditions and achievements, comparing them to their needs and expectations and in light of their personal and socio-cultural values [ 63].
Cancer was dignified, something nearly to be proud of — a fuckin' achievement, compared to this.
This was a huge achievement, compared with which his personal flaws, however irritating they were at times, should fade into insignificance.
He commented on how moving it was to see all this beauty, all these noble peaks of human achievement, compared with the horrors and violence he spends a lot of time thinking about.
The study was commissioned in response to growing concern about underachievement in schools among poorer white children, and explores why pupils in some ethnic groups are more resilient to the impact of poverty on educational achievement, compared with white British pupils.
By April, however, feedback resulted in less boredom and higher levels of achievement compared to no feedback.
