Gender Differences at the Highest Levels of Mathematics Achievement: A Texas Based Study

<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^th-89^th percentile, the 90^th-95^th percentile, and the 95^th-100^th 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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Campbell, Susanna

Contributors dc:contributor

• Pauline M. Sampson, Ph.D.
• Brian Uriegas, Ed.D.
• Paula Griffin, Ed.D.

• K-12
• Gender Gap
• Mathematics Achievement
• Top Quartile
• Gender Equity in Education

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/341

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1366