Peer reviewed
Download full textERIC Number: EJ1274338
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2637-8965
EISSN: N/A
Race and Gender Factors in ACT English and Composite Scores
Brazill, Shihua Chen
Educational Research: Theory and Practice, v31 n2 p17-28 2020
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?
Descriptors: Racial Differences, Gender Differences, College Entrance Examinations, High School Students, Grade 11, Academic Achievement, American Indian Students, Hispanic American Students, White Students
Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Montana
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A
