Race and Gender Factors in ACT English and Composite Scores

Autor/in	Brazill, Shihua Chen
Titel	Race and Gender Factors in ACT English and Composite Scores
Quelle	In: Educational Research: Theory and Practice, 31 (2020) 2, S.17-28 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Racial Differences; Gender Differences; College Entrance Examinations; High School Students; Grade 11; Academic Achievement; American Indian Students; Hispanic American Students; White Students; Montana; ACT Assessment + Suchen Sie Ihr Suchwort? Rassenunterschied; Geschlechterkonflikt; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Schulleistung; Hispanic; Hispanic Americans; Hispanoamerikaner; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study utilized quantitative research methods using the Montana Office of Public Instruction's Growth and Enhancement of Montana Students (GEMS) data set. This quantitative research is important because it provides insight on the following relationships (1) Is there a statistically significant difference among students from different races on their mean 11th grade ACT English scores?; (2) Is there an interaction between gender and race on students' mean 11th grade ACT English scores?; and (3) Is there a statistically significant difference among American Indian students mean ACT composite score from their Junior to their Senior year? (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01