Relevant bibliographies by topics / Achievement

Academic literature on the topic 'Achievement'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Achievement"

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GAO, Yanchao, and Hua GU. "Research on the influence path of the unit environment of medical and health institutions on achievement transformation output." PLOS ONE 18, no. 12 (December 14, 2023): e0295446. http://dx.doi.org/10.1371/journal.pone.0295446.

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Objective To analyze the influence path of the interaction between the unit environment, achievement transformation willingness, and achievement transformation cognition on achievement transformation output to provide a basis for optimizing the achievement transformation environment of medical and health institutions and improving the efficiency of scientific and technological achievements transformation. Methods Through the questionnaire survey, 292 data points were obtained. SPSS20.0 was used to conduct cross-table chi-square analysis and binary logistic regression analysis on the willingness, cognition, and output of scientific and technological achievements transformation. The process 14.0 plug-in is used to analyze the mediating effect of transformation cognition and the moderating effect of the unit environment. Results Achievement transformation willingness has a significant positive impact on achievement transformation cognition and achievement transformation output. Achievement transformation cognition has a positive impact on achievement transformation output, and the mediating effect of transformation cognition is significant and partial. The unit environment has a negative moderating effect on the influence of achievement transformation willingness on achievement transformation cognition, and a positive moderating effect on the influence of achievement transformation willingness on achievement transformation output. Conclusion Personal factors and unit achievement transformation environment have an obvious influence on the willingness and cognition of achievement transformation. It is necessary to optimize the environment of unit scientific and technological achievements transformation, improve the policy system of benefiting from the achievements of scientific and technological achievements transformation of medical and health personnel, implement the disposal right, income right and distribution right of scientific and technological achievements transformation of medical and health institutions, and stimulate the enthusiasm of scientific and technological achievements transformation of medical and health personnel.
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Abdullah, Robi Wariyanto, Sri Wulandari, Muqorobin Muqorobin, Fendy Prasetyo Nugroho, and Wahyu Wijaya Widiyanto. "KEAMANAN BASIS DATA PADA PERANCANGAN SISTEM KEPAKARAN PRESTASI SMAN DIKOTA SURAKARTA." CCIT Journal 12, no. 1 (February 6, 2019): 13–21. http://dx.doi.org/10.33050/ccit.v12i1.596.

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State high schools in Surakarta City have different achievements. To see these achievements, it is necessary to have an expert system that provides information about the achievements of the school to the community, both student achievement and the achievements of teachers or educators. In designing the expertise system of school achievement, it is also necessary to design the database system. Often developers don't pay attention to data security in the database when designing a system. System design is made into the concept of data mapping, Context Diagrams, and Table Relations. This research will also discuss restrictions on database access rights in MySQL which is useful to restrict users from accessing the database. Based on the design, the writer presents a web-based school achievement expertise design system as a means of information on the achievements of public high schools in the city of Surakarta. The method in this study covers literature review, data collection, designing achievement expertise systems, and designing and security procedures for the expert system database at Surakarta Senior High School. The results of this study are the system of school achievement expertise in Surakarta Senior High School based on the categories of achievement, level of achievement, and year of achievement as well as the design database of the school achievement system with regard to database security
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Widiarini, Widiarini, Achmad Supriyanto, and Asep Sunandar. "Influential Factors Affecting Students’ Achievement in Higher Education Institution System." Journal of Development Research 7, no. 1 (May 31, 2023): 29–37. http://dx.doi.org/10.28926/jdr.v7i1.307.

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Instead of focusing on institution ranking, HEI should consider the students’ achievements because new students’ admission regulation allotted 20% of students registered by using achievement evaluation. In addition, every HEI must report student management, including students’ achievements through SIMKATMAWA. Bear in mind, the importance of student management and students’ achievement, the aim of this study is to investigate the relationship of factors affecting students’ achievement such as new students’ state university admission, students’ achievement motivation, students’ services, reward system, and students’ achievement. The researcher used a non-experimental quantitative approach i.e., correlational research. The sample of this study was 78 students of Brawijaya University (UB) who have high achievements. Structural equation modeling (SEM) was chosen as an analytical technique. This study showed a positive relationship between new students’ admission, students’ service, reward system, and students’ achievement. Those variables had a direct relationship. In addition, there was no significant positive relationship between new students’ admission for students’ achievement motivation, as well as students’ service for students’ achievement motivation. In sum, this study showed that UB had a good students management system, so that the students can get achievements.
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Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.
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Ogryczak, Włodzimierz. "Reference Point Method with Importance Weighted Partial Achievements." Journal of Telecommunications and Information Technology, no. 4 (June 26, 2023): 17–25. http://dx.doi.org/10.26636/jtit.2008.4.893.

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The reference point method (RPM) is based on the so-called augmented max-min aggregation where the worst individual achievement maximization process is additionally regularized with the average achievement. In order to avoid inconsistencies caused by the regularization, we replace it with the ordered weighted average (OWA) which combines all the individual achievements allocating the largest weight to the worst achievement, the second largest weight to the second worst achievement, and so on. Further following the concept of the weighted OWA (WOWA) we incorporate the importance weighting of several achievements into the RPM. Such a WOWA RPM approach uses importance weights to affect achievement importance by rescaling accordingly its measure within the distribution of achievements rather than by straightforward rescaling of achievement values. The recent progress in optimization methods for ordered averages allows us to implement the WOWA RPM quite effectively as extension of the original constraints and criteria with simple linear inequalities.
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Wahyuni, Agus, Caca Candra K, and Muhammad Syukri. "INTERCONNECTION BETWEEN STUDENT’S PREREQUISITE COURSES ACHIEVEMENT AND SUBSEQUENT ACHIEVEMENT IN MECHANICS." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 23, no. 2 (September 13, 2018): 107–11. http://dx.doi.org/10.18269/jpmipa.v23i2.15074.

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This study investigated the interconnection between student’s achievements in prerequisite courses with their subsequent achievement in mechanics. Eighty-five preservice physics students’ achievement in four prerequisite courses for mechanics, namely Basic Physics I, Basic Physics II, Mathematics Physics I, and Mathematics Physics II, were analyzed statistically to determine the relationships and effects of prior achievement to sub-sequent learning achievement. Results suggested that students’ achievement in mechanics was significantly re-lated to students’ achievement in prerequisite courses. The effects of each course on student’s achievement in mechanics were estimated and discussed.
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Pritchard, Duncan. "ACHIEVEMENTS, LUCK AND VALUE." Think 9, no. 25 (2010): 19–30. http://dx.doi.org/10.1017/s1477175610000035.

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Achievements are clearly something that we care about. We want a life rich in achievements, and we value the achievements of others. To be appointed to the job of one's dreams as a result of one's hard work and raw talent, such that it constitutes an achievement on one's part, is far more satisfying and worthy than getting it through other means where no achievement is involved (e.g. as a result of nepotism). Similarly, the Olympic goal medal winner who gets her award by being the best in a strong field exhibits an achievement and is lauded for it, but her counterpart who attains the same result through, say, mere good luck (e.g. none of her competitors is able to compete due to injury), and who thus does not exhibit an achievement, is not gifted nearly as much praise. But what is an achievement, and what is it about achievements that makes us care about them so much?
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Prakoso, Rio Rizki Adi, and Tri Nurharsono. "Hubungan Tingkat Pencapaian Prestasi Olahraga Futsal dengan Prestasi Akademik pada Mahasiswa Studi Pendidikan Jasmani Kesehatan dan Rekreasi Tahun 2020." Indonesian Journal for Physical Education and Sport 4, no. 2 (December 10, 2023): 629–35. http://dx.doi.org/10.15294/inapes.v4i2.56068.

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The purpose of this study was to determine and analyze the relationship between the level of achievement of futsal sports with academic achievement in students of education, physical, health, and recreation studies. This research uses correlational research method. The population in this study were students of UKM futsal Unnes. The data analysis technique used the product moment correlation test. The results of the research and discussion show that the correlation coefficient between the level of sports achievement and academic achievement of 0.681 is positive, meaning that the better the value of the level of sports achievement, the better the value of academic achievement. The significance test of the correlation coefficient was carried out by consulting the price of rcount with rtable, at = 5% with N = 34 obtained rtable of 0.329. The correlation coefficient between rx.y = 0.681 > r(0.05)(34) = 0.329, meaning that the correlation coefficient is significant. The conclusion in this study is that there is a significant positive relationship between the level of achievement of futsal sports achievements and the academic achievements of PJKR UNNES students batch 2020. It is hoped that students can use it as study material in improving academic achievement by paying attention to their sports achievements.
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Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul." Jurnal Pendidikan Madrasah 5, no. 2 (November 23, 2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.

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This research aims to find out the level of motivation of students and the influence of motivation on PAI learning achievement in schools on MIN 3 Bantul students. This research is a quantitative study using product moment correlation statistics technique. The analytical technique used is an associative hypothesis. The variables studied include learning motivations that are divided into sub variables namely personal needs, school assignments, as well as the environment and people around. While dependent variables (bound variables) are learning achievements that include: academic achievement, non-academic achievement, social achievement and discipline-related achievements. The results showed that learning motivation affects PAI students' learning achievement of MIN 3 Bantul by 51.4%. This means that learning motivation is one of the determining factors of PAI's learning achievements. While 48.6% of PAI students' learning achievement of MIN 3 Bantul students is influenced by internal factors such as IQ, perseverance; and external factors such as family issues, friendships etc.). This indicates that motivation is both a driver and a direction in learning activities.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.

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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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Dissertations / Theses on the topic "Achievement"

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Zenzen, Thomas G. "Achievement motivation." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf.

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Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.

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The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of schools are educating students will benefit parents who are considering the viability of online charter schools for their children's education. This study investigated the difference between educational achievements at online charter schools versus traditional schools. The study compared 16 online high schools to 16 similar traditional high schools. This study used the state standardized assessment, Arizona Instrument to Measure Standards (AIMS), scores to compare the two different types of schools. This study used ANOVA to compare the online charter school scores and students have in Arizona, this study identified which of these two schools is achieving greater academic success. By a significant margin the traditional brick and mortar schools achieved higher scores on the AIMS test in both reading and math. The traditional schools also achieved higher scores across the three years examined. In 2012 traditional school students earned an average of 51 points higher in reading and 41 points higher in math. In 2013 traditional school students earned an average of 84 points higher in reading and 28 points higher in math. In 2014 traditional school students earned an average of 52 points higher in reading and 35 points higher in math. This research hopes to direct positive social change by calling into question the validity of online high schools and how they are currently managed and accredited in AZ.
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Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.
ix, 161 leaves : ill. ; 28 cm.
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Broomhead, Gordon Paul. "Individual expressive performance achievement in the choral ensemble : its relationship to ensemble achievement, technical achievement, and musical background /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11438.

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Doran, Timothy. "Hidden extremes : identifying health over-achievement and under-achievement in England." Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439616.

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Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.
Doctor of Philosophy (PhD)
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Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.

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Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Lee-Corbin, Hilary Mary. "Portraits of the able child : factors associated with achievement and under achievement." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388399.

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Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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Rimmer, James Anthony. "Creativity, skill, and achievement." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19244/.

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Books on the topic "Achievement"

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Powell, Robert. Raising achievement. Stafford: Robert Powell Publications, 1997.

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Felsenstein, Denis. Comprehensive achievement. London: Hodder and Stoughton, 1987.

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Felsenstein, Denis. Comprehensive achievement. London: Hodder and Stoughton, 1987.

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Council, Further Education Funding, ed. Assessing achievement. Coventry: Further Education Funding Council, 1993.

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Stevens, Wesley M. Bede'sscientific achievement. (Jarrow) (1, York Ave., Jarrow, Tyne and Wear, NE32 5LP)): (St. Paul's Church), 1985.

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Tracy, Brian. Maximum Achievement. Reno: Eagle House Publishing Corporation, 2004.

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UK, Youth Clubs. Youth achievement awards: Recognising young people's achievements. Youth Clubs UK., 1997.

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Thurston, E. Temple. Achievement. Creative Media Partners, LLC, 2018.

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Achievement. New Delhi: Sterling, 1999.

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Bradford, Gwen. Achievement. Oxford University Press, 2015.

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Book chapters on the topic "Achievement"

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Franco-Zamudio, Jamie. "Achievement." In Encyclopedia of Critical Psychology, 18–20. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_360.

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Footman, David. "Achievement." In Antonin Besse of Aden, 102–8. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-07731-1_17.

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Walters, James. "Achievement." In The Thick of It, 1–24. London: British Film Institute, 2017. http://dx.doi.org/10.1057/978-1-84457-752-1_1.

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Scarlata, Mark W. "Achievement." In An Analysis of Maimonides's, 42–45. London: Macat Library, 2021. http://dx.doi.org/10.4324/9781912453696-11.

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Bradshaw, H. H. (Pete). "Achievement." In 4 × 4 Leadership and the Purpose of the Firm, 139–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315865423-13.

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Lowe, Rodney. "The Achievement." In The Welfare State in Britain since 1945, 280–97. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22549-1_11.

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Heckhausen, Heinz. "Achievement Motivation." In Motivation and Action, 199–242. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75961-1_8.

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Williams, Michael. "Educational Achievement." In Society Today, 39–44. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-08845-4_9.

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Levesque, Roger J. R. "Achievement Motivation." In Encyclopedia of Adolescence, 45–47. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_23.

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Levesque, Roger J. R. "Achievement Tests." In Encyclopedia of Adolescence, 47–48. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_354.

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Conference papers on the topic "Achievement"

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Blanton, Joann. "Career Achievement." In Alice Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2581116.2532346.

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Blanton, Joann. "Career Achievement." In Alice Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532333.2532346.

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"Achievement award." In The Ninth Intersociety Conference on Thermal and Thermomechanical Phenomena In Electronic Systems. IEEE, 2004. http://dx.doi.org/10.1109/itherm.2004.1319138.

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Triebel, Tonio, Sascha Schnaufer, and Wolfgang Effelsberg. "Achievement notification in a real-world achievement system." In 2010 IEEE International Symposium on "A World of Wireless, Mobile and Multimedia Networks" (WoWMoM). IEEE, 2010. http://dx.doi.org/10.1109/wowmom.2010.5534943.

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"Professional Achievement Award." In AUTOTESTCON 2005. IEEE, 2005. http://dx.doi.org/10.1109/autest.2005.1609079.

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"Professional Achievement Award." In AUTOTESTCON 2005. IEEE, 2005. http://dx.doi.org/10.1109/autest.2005.1609080.

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Zhao, Yue, Dan Davis, Guanliang Chen, Christoph Lofi, Claudia Hauff, and Geert-Jan Houben. "Certificate Achievement Unlocked." In UMAP '17: 25th Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3099023.3099063.

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N., Ade Galih, Ananda Wahidah, Anwar Soleh Purba, Siti Nurbayani K., Ade Gafar Abdullah, and Ari Arifin Danuwijaya. "Women and Achievement." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007112811801183.

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"Lifetime Achievement Award." In 2016 32nd Thermal Measurement, Modeling & Management Symposium (SEMI-THERM). IEEE, 2016. http://dx.doi.org/10.1109/semi-therm.2016.7458433.

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"Lifetime achievement award." In 2018 34th Thermal Measurement, Modeling & Management Symposium (SEMI-THERM). IEEE, 2018. http://dx.doi.org/10.1109/semi-therm.2018.8357343.

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Reports on the topic "Achievement"

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Snyder, Wilbert F., and Charles L. Bragaw. Achievement in radio. Gaithersburg, MD: National Bureau of Standards, 1986. http://dx.doi.org/10.6028/nbs.sp.555.

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Hanushek, Eric, John Kain, and Steven Rivkin. Teachers, Schools, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6691.

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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Teacher Preparation and Student Achievement. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14314.

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Hoffmann, Florian, and Philip Oreopoulos. Professor Qualities and Student Achievement. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12596.

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Hong, Bonnie C. Fuel Cycle Technologies 2014 Achievement Report. Office of Scientific and Technical Information (OSTI), January 2015. http://dx.doi.org/10.2172/1196558.

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Ronfeldt, Matthew, Hamilton Lankford, Susanna Loeb, and James Wyckoff. How Teacher Turnover Harms Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17176.

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Hanushek, Eric, John Kain, Jacob Markman, and Steven Rivkin. Does Peer Ability Affect Student Achievement? Cambridge, MA: National Bureau of Economic Research, October 2001. http://dx.doi.org/10.3386/w8502.

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Fitzpatrick, Maria, and Michael Lovenheim. Early Retirement Incentives and Student Achievement. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19281.

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Wry, Erin, and Ina Mullis. Developing the PIRLS 2021 Achievement Instruments. TIMSS & PIRLS International Study Center, 2023. http://dx.doi.org/10.6017/lse.tpisc.tr2101.kb7549.

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Page, Lindsay, Richard Murnane, and John Willett. Trends in the Black-White Achievement Gap:Clarifying the Meaning of Within- and Between-School Achievement Gaps. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14213.

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