Sentence examples for generate achievement from inspiring English sources

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Recent publications have re-ignited interest in the approach to modeling used to generate achievement measures for large scale assessments such as NAEP and PISA.

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To generate an achievement typology to describe patterns across the three domains, a latent profile analysis (LPA) was performed on the plausible values of the students overall and by country.

Educator/author Peter Greene reports, "Put another way, Tienken et. al. have demonstrated that we do not need to actually give the Common Core-linked Bin Standardized Test in order to generate the "student achievement" data, because we can generate the same data by looking at demographic information all by itself.

When the new team fulfills its commitments and generates major achievements, the downward spiral reverses direction and becomes an upward spiral.

Controls for education and achievement also generate large (15percentt) returns for Hispanics relative to whites.

The objective of this project was to create a self-governing culture within nursing that would generate and sustain the achievement of monthly blood culture contamination rates below the national benchmark of 3% and the hospital laboratory acceptable threshold of 2.3%.

Similarly, recent research by Nicole Stephens and others sponsored by the Kellogg School of Management at Northwestern, "Unseen Disadvantage," shows that individualist achievement norms generate inequality through effects on undergraduates.

Interestingly, controlling for the full range of academic attainment and achievement generates even larger negative effects for females – of 15percentt per quarter – than we found in Table 1, since their achievement measures are generally higher than those of males, while their earnings are lower.

Once started, the motivation of cognitive learning depends less on notions of reinforcement and more on standards of intellectual achievement generated by the learner himself.

On the other hand, including controls for high school achievement generates only modest changes in our estimated coefficients on schooling, relative to equations which included no such controls.

Technically, the influence of the weights in the solution generated by the achievement scalarizing function is different, depending on whether the reference point is achievable or not.

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