Sentence examples for across grades from inspiring English sources

The phrase "across grades" is correct and usable in written English.
It can be used to refer to something that spans or applies to multiple educational levels or grade levels.
Example: "The curriculum is designed to promote collaboration and learning across grades, ensuring that students of all ages benefit from shared experiences."
Alternatives: "across levels" or "throughout grades".

Exact(59)

There are also stark differences in pay across grades.

Perceived norms became gradually more negative from fall to spring and across grades four to eight.

Importantly, these effects were consistent across grades, and were sustained over multiple years.

These tests assess student achievement relative to California's academic content standards, across grades 2 through 11.

Two decades later, graduation and college-going rates are climbing, and test scores are up across grades and student backgrounds.

Through our study, we can begin to understand and organize probability misconception trajectories across grades 7, 9, 11, and 3rd year preservice mathematics teachers.

Students in Maryland will take the PARCC tests for the first time this year across grades three to eight, and in Algebra 1 and English 10, courses linked to a high school graduation requirement.

Garfield Elementary in Southeast Washington posted some of the most impressive gains: a nearly eight percentage points improvement in English across grades three to five after the first year and an improvement of 8.5 percentage points in math, Lerner said.

On state tests in reading, math and science, an average of 88 percent of students across grades and subjects met proficiency standards, compared with 73 percent three years ago.

This semester, MiSK Schools' students across grades PreK-6 were offered a range of ELA courses in the domains of Arts, Media, and Communication; Leadership; Physical and Mental Sports; Religion, Culture, and Community Service; and STEAM.

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Similar(1)

This dependence is examined along three dimensions: 1) rigor, as states set cut scores largely at their discretion, 2) across-grade articulation, as the rigor of proficiency standards may vary across grades, and 3) the time horizon chosen for growth to proficiency.

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