The purpose of this ex post facto study was to determine if gender differences exist in the top quartile of mathematics achievement in Texas as measured by STAAR. Performance data for 6,358,500 Texas students on the mathematics STAAR in grades 3-6 for the years 2016-2019 were examined in this quantitative study. The percentage of male and female students scoring in three different score bands, the 75th-89th percentile, the 90th-95th percentile, and the 95th-100th percentile, were presented. The Chi-square was utilized to determine if any difference in the percentage of male and female students scoring within these score bands was significant. The percentage of male students scoring in the top quartile was greater than the percentage of male students in the overall sample for 14 of the 16 data sets analyzed. The gap between the percentage of male and female students scoring in the top quartile grew wider in higher score bands for 14 of the 16 data sets. Further, the Chi-square yielded a p value indicating such differences are significant in 14 out of the 16 data sets.
","abstract_html":"<p>The purpose of this ex post facto study was to determine if gender differences exist in the top quartile of mathematics achievement in Texas as measured by STAAR. Performance data for 6,358,500 Texas students on the mathematics STAAR in grades 3-6 for the years 2016-2019 were examined in this quantitative study. The percentage of male and female students scoring in three different score bands, the 75<sup>th</sup>-89<sup>th</sup> percentile, the 90<sup>th</sup>-95<sup>th</sup> percentile, and the 95<sup>th</sup>-100<sup>th</sup> percentile, were presented. The Chi-square was utilized to determine if any difference in the percentage of male and female students scoring within these score bands was significant. The percentage of male students scoring in the top quartile was greater than the percentage of male students in the overall sample for 14 of the 16 data sets analyzed. The gap between the percentage of male and female students scoring in the top quartile grew wider in higher score bands for 14 of the 16 data sets. Further, the Chi-square yielded a p value indicating such differences are significant in 14 out of the 16 data sets.</p>","abstract_has_math":false,"creators":["Campbell, Susanna"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Pauline M. Sampson, Ph.D.","Brian Uriegas, Ed.D.","Paula Griffin, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-01T07:00:00Z","date_published":"2020-08-01T07:00:00Z","updated_at":"2026-07-24T04:30:30Z","subjects":["K-12","Gender Gap","Mathematics Achievement","Top Quartile","Gender Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/341","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pauline M. Sampson, Ph.D.","Brian Uriegas, Ed.D.","Paula Griffin, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Campbell, Susanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["K-12","Gender Gap","Mathematics Achievement","Top Quartile","Gender Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/341"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this ex post facto study was to determine if gender differences exist in the top quartile of mathematics achievement in Texas as measured by STAAR. Performance data for 6,358,500 Texas students on the mathematics STAAR in grades 3-6 for the years 2016-2019 were examined in this quantitative study. The percentage of male and female students scoring in three different score bands, the 75th-89th percentile, the 90th-95th percentile, and the 95th-100th percentile, were presented. The Chi-square was utilized to determine if any difference in the percentage of male and female students scoring within these score bands was significant. The percentage of male students scoring in the top quartile was greater than the percentage of male students in the overall sample for 14 of the 16 data sets analyzed. The gap between the percentage of male and female students scoring in the top quartile grew wider in higher score bands for 14 of the 16 data sets. Further, the Chi-square yielded a p value indicating such differences are significant in 14 out of the 16 data sets.
"]},{"key":"dc:title","label":"Title","values":["Gender Differences at the Highest Levels of Mathematics Achievement: A Texas Based Study"]}]}],"canonical_facts":{"dc:contributor":["Pauline M. Sampson, Ph.D.","Brian Uriegas, Ed.D.","Paula Griffin, Ed.D."],"dc:creator":["Campbell, Susanna"],"dc:date.available":["2020-08-07T07:00:00Z"],"dc:description.abstract":["The purpose of this ex post facto study was to determine if gender differences exist in the top quartile of mathematics achievement in Texas as measured by STAAR. Performance data for 6,358,500 Texas students on the mathematics STAAR in grades 3-6 for the years 2016-2019 were examined in this quantitative study. The percentage of male and female students scoring in three different score bands, the 75th-89th percentile, the 90th-95th percentile, and the 95th-100th percentile, were presented. The Chi-square was utilized to determine if any difference in the percentage of male and female students scoring within these score bands was significant. The percentage of male students scoring in the top quartile was greater than the percentage of male students in the overall sample for 14 of the 16 data sets analyzed. The gap between the percentage of male and female students scoring in the top quartile grew wider in higher score bands for 14 of the 16 data sets. Further, the Chi-square yielded a p value indicating such differences are significant in 14 out of the 16 data sets.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/341"],"dc:subject":["K-12","Gender Gap","Mathematics Achievement","Top Quartile","Gender Equity in Education"],"dc:title":["Gender Differences at the Highest Levels of Mathematics Achievement: A Texas Based Study"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:30Z"}