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ERIC Number: ED326809
Record Type: RIE
Publication Date: 1990-Aug-10
Pages: 21
Abstractor: N/A
Reference Count: N/A
A Longitudinal Analysis of Sex Differences in Latent Achievement.
VanLoy, Wendy J.; Cudeck, Robert
While previous studies investigating sex differences in the growth of academic abilities have been inconsistent in their conclusions, sex differences have often been reported, particularly in the areas of verbal and mathematical achievement. Results from several longitudinal studies have suggested that these measured differences in achievement are negligible at the elementary school level but are significant thereafter. The objective of the current investigation was to examine the possibility of sex differences with respect to true-score achievement in the verbal and mathematics domains over time, employing a longitudinal model for achievement which included both a covariance structure and a mean structure. The data were taken from the Growth Study at Educational Testing Service. Four measures of verbal achievement and two measures of quantitative achievement were examined at four time periods in consecutive 2-year intervals for 1,433 boys and 1,594 girls from grades 5 to 11. The analysis indicated that there were only slight differences in latent variable achievement means on verbal measures, but widening differences on quantitative measures. The means indicated that boys' mathematical skills increased faster than girls' skills from grades 5 to 11. The results do not support the contention that sex differences exist with respect to verbal achievement, but do support the notions that sex differences exist in the mathematics domain and that these differences are increasingly divergent across time. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (98th, Boston, MA, August 10-14, 1990).