Educational Testing Service completed a four-year study that analyzed results from over 400 different assessments and 1,500 data sets involving millions of students. By comparing statistic Ds (standard mean difference) across assessments, researchers found that gender differences among subject areas are smaller than one might expect but grow by…

Results for the 2000 National Assessment of Educational Progress (NAEP) science assessment are reported. Since 1969, the NAEP has been the sole ongoing national indicator of what U.S. students know and can do in major academic subjects. The science assessment was first administered to nationally representative samples of 4th, 8th, and 12th graders…

Gender differences in scores on the Metropolitan Achievement Test (secondary students) and Stanford Achievement Test (elementary school students) were studied with 844 white students in Mississippi. Results are consistent with other recent research in which females outperformed males, supporting the contention that gender differences favoring…

Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

This study was conducted to determine the positive or negative relationship between school athletic program participation and the academic achievement of students in the 4th through 11th grades as measured by the California Tests of Basic Skills (CTBS). CTBS tests are taken in grades 4 and 11 and their scores are compared to scores from students…

A study was conducted of differences in academic performance of boys and girls in Wales, exploring factors that might explain any differences and making recommendations about further studies that might be needed. The statistical analysis is based on statutory assessment and examination results for Wales. At an all-Wales level, for all subjects,…

Reviews differences in responses by 16 year old boys and girls to multiple choice questions in an English language examination. Findings indicate that examiners should base questions equally on life experiences of males and females to avoid giving undue advantage to either sex. (Author/DB)

In this document, the major outcomes of a study are reported, focusing primarily on the mathematics achievement results. The sections of Part I discuss performance on goal areas and objectives; comparisons of achievement among groups of students within each age level, 9-, 13-, and 17-year-olds; comparisons of the achievement of Connecticut…

This report builds on the analyses reported in "Knowledge and Skills for Life" by examining results from all of the 43 countries that participated in the Programme for International Student Assessment (PISA) 2000. This report presents the distributions of performance in each country, not only average scores. In addition, it uses…

The accountability subset of the Texas Assessment of Academic Skills (TAAS) was studied over 4 years to identify trends that might explain why the 1999 TAAS passing rate did not decrease as was predicted. Expanding the accountability index in those years to include special education students was expected to cause a decline in the TAAS…

The Educational Testing Service (ETS) Gender Study is the result of 4 years of work by several researchers using data from more than 400 tests and other measures from more than 1,500 data sets involving millions of students. The study focuses on nationally representative samples that cut across grades (ages), academic subjects, and years in order…

A modified form of Sigel's Styles of Categorization Test was constructed, permitting the independent measurement of Descriptive Part-Whole (DPW), Relational-Contextual (RC), and Categorical-Inferential (CI) categorizations. The test was administered to 243 5th, 8th, and 11th graders on two occasions. At each grade level, a majority of…

This report presents the results of the statewide spring 2000 administration of the Colorado Student Assessment Program (CSAP). Third-grade students were assessed in Reading; fourth- and seventh-grade students were assessed in Reading and Writing; and eighth-grade students were assessed in Mathematics and Science. The assessments were developed by…

Meta-analysis techniques were used to summarize the results concerning gender differences reported in doctoral dissertations on visual spatial skills. Dissertations were chosen because they are not subject to the selection process of journals, which may bias results toward large effects. An analysis of 150 independent data points in 43…

The purpose of this study was to design a prototype written test of cognitive development based on the model of Piaget. Although the results were not consistent with Piaget's theory, test development was only partially successful. Specifically, validation of the scales was excellent or poor depending on the perspective. Analysis of the item…