State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?

Autor/inn/en	Chudowsky, Naomi; Chudowsky, Victor
Institution	Center on Education Policy
Titel	State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?
Quelle	(2010), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Females; Federal Legislation; Reading Achievement; Mathematics Tests; Reading Tests; Scores; Grade 4; Gender Differences; Standardized Tests; Trend Analysis; Age Differences; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Bundesrecht; Leseleistung; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Geschlechterkonflikt; Standadised tests; Standardisierter Test; Trendanalyse; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This report by the Center on Education Policy (CEP), an independent nonprofit organization, looks at the achievement of boys and girls on the state reading and mathematics tests used for No Child Left Behind (NCLB) accountability. The report addresses four main questions: (1) What is the current status of performance differences between boys and girls in reading and math at various grades and achievement levels?; (2) What trends have emerged in the achievement of boys and girls at the elementary, middle, and high school levels since 2002, the year NCLB took effect?; (3) What trends have occurred since 2002 in the performance of male and female 4th graders at the basic, proficient, and advanced levels of achievement?; and (4) Have achievement gaps between boys and girls narrowed since 2002? The data for these analyses were drawn from an extensive set of test data that has been collected from all 50 states by CEP with technical support from the Human Resources Research Organization (HumRRO). This research revealed several specific main findings: (1) In math, there was no consistent gender gap in 2008. Rather, there was rough parity in the percentages of boys and girls reaching proficiency at all three grade levels; (2) In grade 4 math, states tended to have greater shares of girls reaching the basic level and greater shares of boys reaching the advanced level; (3) In reading, girls outperformed boys in 2008 at the elementary, middle, and high school levels; (4) In grade 4 reading, higher percentages of girls than boys reached the basic, proficient, and advanced achievement levels in 2008; (5) Although reading achievement gaps between boys and girls have narrowed in many cases according to the percentage proficient indicator used for NCLB, boys have made less progress in catching up to girls according to average test scores, which are a better indicator for this purpose; (6) For both boys and girls, states with gains in reading and math proficiency between 2002 and 2008 far outnumbered states with declines at the elementary, middle, and high school levels; and (7) In a majority of the states with sufficient data, both boys and girls in grade 4 have made progress in reading and math since 2002 at the basic, proficient, and advanced achievement levels. (Contains 8 tables and 6 footnotes.) [For the companion reports of this record, see the following: Part 1 (ED506121); Part 2 (ED506122); Part 3 (ED507909); and Part 4, (ED509022).] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10