Research has recognized that anxiety may exert a debilitating effect on students' academic performance; however, many studies of test anxiety have been limited by their failure to consider sex differences. Two studies were conducted to analyze sex differences of the Test Anxiety Scale (TAS) and achievement correlates and to validate a factor analytic study of the TAS. In the first study, TAS scores plus Richardson Factors I and II from 694 freshmen were correlated with high school rank, ACT (American College Test) scores, and grade point average. In the second study, 42 subjects completed the TAS and several achievement attitude measures and anxiety measures. In both studies, females had higher scores than males on TAS and Richardson Factors I and II. For females, test anxiety was related to achievement measures and attitudes. The findings confirm the importance of sex differences in test anxiety. (Author/JAC)