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ERIC Number: ED509023
Record Type: Non-Journal
Publication Date: 2010-Mar
Pages: 21
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: N/A
State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?
Chudowsky, Naomi; Chudowsky, Victor
Center on Education Policy
This report by the Center on Education Policy (CEP), an independent nonprofit organization, looks at the achievement of boys and girls on the state reading and mathematics tests used for No Child Left Behind (NCLB) accountability. The report addresses four main questions: (1) What is the current status of performance differences between boys and girls in reading and math at various grades and achievement levels?; (2) What trends have emerged in the achievement of boys and girls at the elementary, middle, and high school levels since 2002, the year NCLB took effect?; (3) What trends have occurred since 2002 in the performance of male and female 4th graders at the basic, proficient, and advanced levels of achievement?; and (4) Have achievement gaps between boys and girls narrowed since 2002? The data for these analyses were drawn from an extensive set of test data that has been collected from all 50 states by CEP with technical support from the Human Resources Research Organization (HumRRO). This research revealed several specific main findings: (1) In math, there was no consistent gender gap in 2008. Rather, there was rough parity in the percentages of boys and girls reaching proficiency at all three grade levels; (2) In grade 4 math, states tended to have greater shares of girls reaching the basic level and greater shares of boys reaching the advanced level; (3) In reading, girls outperformed boys in 2008 at the elementary, middle, and high school levels; (4) In grade 4 reading, higher percentages of girls than boys reached the basic, proficient, and advanced achievement levels in 2008; (5) Although reading achievement gaps between boys and girls have narrowed in many cases according to the percentage proficient indicator used for NCLB, boys have made less progress in catching up to girls according to average test scores, which are a better indicator for this purpose; (6) For both boys and girls, states with gains in reading and math proficiency between 2002 and 2008 far outnumbered states with declines at the elementary, middle, and high school levels; and (7) In a majority of the states with sufficient data, both boys and girls in grade 4 have made progress in reading and math since 2002 at the basic, proficient, and advanced achievement levels. (Contains 8 tables and 6 footnotes.) [For the companion reports of this record, see the following: Part 1 (ED506121); Part 2 (ED506122); Part 3 (ED507909); and Part 4, (ED509022).]
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 10; Grade 11; Grade 4; Grade 8; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: William and Flora Hewlett Foundation; Smith Richardson Foundation; George Gund Foundation; Phi Delta Kappa International
Authoring Institution: Center on Education Policy
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001