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ERIC Number: ED554303
Record Type: Non-Journal
Publication Date: 2015-Feb
Pages: 28
Abstractor: ERIC
Reference Count: 9
Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade. Stats in Brief. NCES 2015-075
Cunningham, Brittany C.; Hoyer, Kathleen Mulvaney; Sparks, Dinah
National Center for Education Statistics
As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students' interest and achievement in the STEM fields to maintain the nation's competitive position (National Academy of Sciences 2006; National Science Board 2007; President's Council of Advisors on Science and Technology 2012). Many researchers have studied differences in male and female students' attitudes toward and performance in STEM courses and assessments. While some research shows that gaps in male and female performance on STEM-related assessments have narrowed or even closed (Lindberg et al. 2010), other research continues to report gender differences in student affective dispositions (i.e., interest) toward mathematics and science, as well as differences in student performance in mathematics and science, especially in math-intensive science fields (Ceci et al. 2014; White House Council on Women and Girls 2011). This "Statistics in Brief" describes high school graduates' attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the National Assessment of Educational Progress (NAEP) mathematics and science assessments in 2009. This brief uses data from two sources to investigate the research questions. The first is the 2009 NAEP High School Transcript Study (HSTS), conducted in conjunction with the 2009 NAEP assessment administration. Data for this brief also come from the 2009 NAEP Grade 12 Mathematics and Science Student Questionnaires, which collected information from students on their classroom experiences and educational support. The following are appended: (1) Data Tables; and (2) Standard Error Tables.
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: High Schools; Secondary Education; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED); American Institutes for Research
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: ED-IES-12-D-0002