Sentence examples for less than proficient from inspiring English sources

(a) somewhat proficient (b) less than proficient (c) extremely proficient 5.

Tony Vaccaro wanted to become a foreign correspondent, but after being raised in Italy, he returned to the United States less than proficient in English.

Although data released last month by the federal Department of Education showed a slight improvement in the writing skills of fourth and eighth graders, the report also revealed that more than two-thirds of all students are less than proficient at the task.

Examining nearly 3,000 teachers in six school districts, the Bill & Melinda Gates Foundation recently found that nearly two-thirds scored less than "proficient" in the areas of "intellectual challenge" and "classroom discourse". Odds-defying individual teachers can be found in every state, but the overall picture is of a profession struggling to make the best of an impossible hand.

Why? It's partly because police officers are good with drugs and guns, but tend to be less-than-proficient at spreadsheets and finance.

Less Than Jake.

Liberal blogs also quickly pointed out a survey he filled out in the last year in which he claims: "Under my guiding hand, Congress developed a wireless spectrum policy that spurred the rapid rise of mobile phones and Wi-Fi technology". Whatever his role in the technology, McCain has already admitted to being less than a proficient user.

In a 2002 survey of 27,000 employers in the UK, 23percentt of employers reported a significant number of their staff were less than fully proficient in their jobs.

Over-skilling is associated with a substantial waste of skills, as workers who are over skilled in literacy appear to use their skills at work substantially less than similarly proficient workers who are well-matched, namely 5.3% lower usage of literacy and 1% lower usage of numeracy.

Similarly, tetraploid derivatives of p53−/− HCT116 cells, generated as previously described [8], died significantly less than the p53 proficient tetraploid cells in response to the knockdown of Chk1 (Fig. 8B) or that of Bub1, BubR1, Mad2 or AuroraB (Fig. 8C).

Chenoweth and Hayes (2001) reported that L2 learners with higher proficiency produced more fluent language than less proficient learners; thus, pre-task planning might induce L2 learners to compensate for lack of L2 proficiency in the case of fluency.