ERIC Number: ED380494
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Gender Differences in High School Grades: An Exploratory Study. College Board Report No. 94-3.
Ekstrom, Ruth B.
Data from the 1980 High School and Beyond (HSB) study are used to examine the variables associated with the grades that college-bound high school sophomores received in English, algebra, and geometry courses. Special concerns included determining if gender differences in high school grades could be explained, and how teachers' perceptions of students, student characteristics, and HSB test scores were related to grades. A model of factors that might explain grades was developed that includes student background and characteristics, attitudes, curriculum, educational aspirations, school behaviors, and scores on HSB tests. The full models explained 46% of variance in English grades, 42% in algebra, and 44% in geometry. The full models tended to explain more variance in males' than females' grades. After controlling for all the variables in the full models, a significant association between gender and grades remained for English and algebra 1, but no such association was found for algebra 2 or geometry. Teacher perceptions were also significantly associated with gender, suggesting gender-related expectations for students. Two figures and 25 tables present study findings. (Contains 36 references.) (SLD)
Descriptors: Academic Aspiration, Algebra, Behavior Patterns, College Bound Students, English, Females, Geometry, Grades (Scholastic), Grading, High School Students, High Schools, Males, Scores, Sex Differences, Sex Stereotypes, Student Attitudes, Student Characteristics, Teacher Attitudes, Teacher Expectations of Students
College Board Publications, Box 886, New York, NY 10101-0886 ($15).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: College Board, New York, NY.; Educational Testing Service, Princeton, NJ.