The phrase "average achievement" is correct and usable in written English.
It can be used to describe a level of accomplishment that is typical or standard within a certain context, such as education or performance metrics.
Example: "The students' average achievement in mathematics has improved over the past year, reflecting the effectiveness of the new teaching methods."
Alternatives: "typical performance" or "standard accomplishment.".
However, requiring students to "work out problems on their own" or to "decide on their own on procedures for solving complex problems" was found to be positively associated with the average achievement of schools in high- and medium-achieving countries, but negatively associated with achievement in low-achieving countries.
Therefore, an intervention targeted at a whole country can improve average achievement but is unlikely to narrow the gap between the highest and lowest achievers as it is not in fact designed to address the gap.
The Australian Capital Territory, New South Wales and Victoria continue to have the highest average achievement.
The report also includes the annual human development index, which measures 188 countries' average achievement in three basic dimensions of human development – a long and healthy life, knowledge and a decent standard of living.
The DfE's floor standard now becomes a school-wide Progress 8 score of below -0.5 – a result that indicates the school's average achievement is half a GCSE grade below the national average of other pupils with the same expected progress.
And while he was predicted above average achievement for his age by the end of primary school, having not attended school full time since last September, he is falling behind academically.
The bars indicate aggregated variables and the adjusted average achievement score is denoted as AdjScr.
Beyond finding a statistically significant average achievement gap, existing findings show considerable variation.
However, the classrooms' average achievement varied, as indicated by the PIRLS test results and the teachers' judgments.
We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-average achievement (ACH) on academic self-concept (ASC the big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools).
Marsh, Trautwein, Lüdtke and Koller [ 31] demonstrated that school-average achievement negatively predicted math self-concept two and four years after graduation from high school.
