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ERIC Number: EJ765503
Record Type: Journal
Publication Date: 2006
Pages: 7
Abstractor: Author
Reference Count: 13
ISSN: ISSN-0034-0510
The Gender Gap in NAEP Fourth-, Eighth-, and Twelfth-Grade Reading Scores across Years
Klecker, Beverly M.
Reading Improvement, v43 n1 p50-56 Spr 2006
This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically significant (p. less than 0.01 with effect size measured by Cohen's d) differences in reading scores by gender were consistent across grade level and years with females scoring higher than males. A discussion of the calculation and reporting of effect size with NAEP data is included as well as implications for the No Child Left Behind goals of "closing the gap." This paper presents the argument that the "child left behind" in reading is very likely to be male--from elementary school through university. (Contains 3 tables.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 12; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001