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ERIC Number: ED331832
Record Type: Non-Journal
Publication Date: 1986
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Effect of Sex-Dependent Norms on Aggregated Reading and Mathematics Test Scores.
Gramenz, Gary W.; And Others
Florida Journal of Educational Research, v28 n1 p63-82 Fall 1986
Differences between school reading and mathematics means, rank orderings, and change scores obtained from total-group and sex-dependent norms were examined for students in grades 2 through 9 in a Florida school district. A preliminary study investigated sex-related differences between verbal and quantitative performance of boys and girls on seven subtests of the Stanford Achievement Test--Seventh Edition (SAT/7). There were approximately 6,000 students at each grade level, and the proportion of boys and girls in the system was virtually identical. An expanded study concentrated on third-grade SAT/7 reading comprehension, concepts of number, mathematics computation, and mathematics applications subtest scores for 1983 and 1984. Data for 2,425 boys and 2,343 girls in 1983 and 2,411 boys and 2,458 girls in 1984 were studied. Small mean differences were found in approximately 10% of the cases, and shifts in rank order were neither widespread nor large. Most of the sex-dependent change scores of schools with a 20% or greater shift in the proportion of boys over a 2-year period were larger than the corresponding total-group values. These findings do not justify the use of sex-dependent norms for such purposes as program evaluation, merit school award programs, and longitudinal comparisons of schools. Seventeen data tables are included. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Stanford Achievement Tests