Sentence examples for composite achievement from inspiring English sources

A composite achievement rating was created for each respondent by taking their mean achievement rating across the five goals they had chosen.

Users and Researcher-Users combined had significantly lower achievement ratings than Researchers - see Figure 8 and Additional file 2. Figure 8 Composite achievement ratings for researchers, researcher-users and users.

We calculated a composite achievement score as the mean of the six achievement web measures.

For this reason, we calculated a composite achievement score as a mean of the three achievement domains: English, mathematics and science.

Scores on the composite achievement did not differ as compared to scores expected from a normal distribution Based on the CBCL, subject profiles were indicative of very slight elevations in the attention domain, but these were not significantly worse that the instrument's norms.

There were 5142 pairs of twins with this web achievement composite; 1892 MZ; and 3250 DZ.

There were 2824 complete pairs of twins with this NC achievement composite; 1039 monozygotic (MZ, identical) pairs; and 1785 dizygotic (DZ, fraternal) pairs.

For example, the White House gave up tougher standards for yearly progress among underprivileged students, accepting a composite formula, with lower achievement gains, that critics say will mask inequalities.

A distinction was therefore made between low and high income countries by the measure of development; using the Human Development Index (HDI), a composite index measuring average achievement in three basic dimensions of human development; life expectancy, education, and income (UNDP, 2011).

A review is presented of particulate composites (including nano-composites) with emphasis on the achievement of well-dispersed and well-bonded reinforcing phases, approaches to the in situ formation of nanocomposite materials, and the fabrication of 3D porous, composite scaffolds.

Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students' academic achievement by a composite of students' and teachers' measures of students' self-regulation (SR) with a composite of students' and teachers' measures of students' self-discipline (SD).