Sentence examples for under the grade from inspiring English sources
The phrase "under the grade" is correct and usable in written English.
It can be used in contexts related to education, assessments, or levels of quality, indicating something that is below a certain standard or score. Example: "The student's performance was under the grade required to pass the course."
Under the GRADE approach, an unexplained inconsistency such as this decreases the quality level of a body of evidence [ 27].
Many Americans operate under the grade school notion that it was the Puritans who introduced religious freedom to the New World.
Shortly after, it nears its end as it goes under the grade separated Union Pacific/North Line tracks and a pedestrian crossing before terminating at the well traveled, at-grade intersection of U.S. Route 41 (Skokie Highway); Half Day Road continues east without a state route designation.
If you are under the grade 3 make sure you sound more mature with a deeper voice, but not too deep! if you are behind a desk or a podium.
"We were telling people, 'Anyone that wants to come in, come talk to us.'" Under the grading system, schools are judged in a variety of ways.
Priebatsch explains that the under the grading system we're all familiar with, there's a constant possibility of failure.
A heavily worn coin, judged merely "good" under the grading system used until a few decades ago, would bear a rating today of 4. In that condition an 1890 Morgan silver dollar with no mint mark is worth not much more than its weight in silver, maybe $11.
City Zip, a chestnut colt, has reeled off three graded stakes victories in a row under Jose Santos: the Grade III Tremont at Belmont on July 3, the Grade II Sanford here July 27, and the Grade II Saratoga Special on Aug. 16.
The elliptical nature of this plot, with a preponderance of points in the first and third quadrants, suggests that relative over- or under-estimation of the grade boundaries are the most common patterns that leads to disagreement between raters.
In summary, our modelling approach leads to richer conclusions than simple summary statistics can provide: for example, the most frequent source of discrepancies between raters appears to be due to consistent over- or under-estimation of the grade boundaries.
Both methods suggest that there are differences between raters in terms of rating behaviour, most often caused by consistent over- or under-estimation of the grade boundaries, and also considerable variability in the distribution of grades assigned to many individual samples.
