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ERIC Number: EJ1150944
Record Type: Journal
Publication Date: 2017-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: N/A
Let the Data Speak: Gender Differences in Math Curriculum-Based Measurement
Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara
Journal of Psychoeducational Assessment, v35 n6 p568-580 Sep 2017
Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum-based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through eighth-grade students. Participants included 1,626 general and special education students from five schools in a rural southeastern school district. Two-way repeated measures ANOVAs were used to determine significance across genders at each grade level. Statistically significant differences in favor of females were found in Grades 5, 7, and 8. The discussion highlights applied and theoretical implications of these findings.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 8; Junior High Schools; Secondary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A