Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

The National Assessment of Educational Progress (NAEP) -- often called "The Nation's Report Card" -- is the largest nationally representative and continuing assessment of what students in public and private schools in the United States know and can do in various subjects and has provided policy makers and the public with invaluable…

This report provides a portrait of K-12 science, technology, engineering, and mathematics (STEM) education in the United States. It examines pre-college mathematics and science learning and how that learning affects postsecondary and career outcomes. It also compares U.S. student performance with that of other nations. Data sources include the…

Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. With young women making up close to 60 percent of…

In the past years the National Assessment of Educational Progress (NAEP) has released results from a variety of learning areas. The purpose of this paper is to point out male-female differences in achievement across several learning areas. Hopefully, the results discussed here will be used as a basis for examining the possible existence of social…

Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. No sex difference in science learning was found, but a sex-specific trend in science motivation was detected. (Author/GK)

This study was designed to examine the effects of race and sex on performance on selected affective exercises from the first social studies assessment conducted in 1971-72 by the National Assessment of Educational Progress (NAEP). Compared were the performances of black males versus other males, black females versus other females, black males…

Explores sex differences in science achievement and examines the possible environmental determinants of these differences. Males scored significantly higher on science achievement and motivation and perceived their classroom environment more positively than females. (ML)

Opportunity to learn via public education has origins in the mid-nineteenth-century as a response to Horace Mann's argument that educating girls as well as boys would build a collectively more prosperous society. Over the years, educational reform through the judicial and legislative branches of government has continued to balance opportunity to…

The National Assessment of Educational Progress reports data about levels of educational achievement of 9-, 13-, and 17-year-olds in several learning areas, including art, music, literature, reading, mathematics and science. Within each age group, females' and males' levels of art achievement were compared, and sex differences were contrasted with…

Three possible reasons for sex-related differences in science performance of 17 year olds were examined by analyzing total scores in three National Assessment of Educational Progress (NAEP) science booklets. Variables examined included spatial ability, attitudes toward science, and the use of the "I don't know" response. Because of an…

Data from the second mathematics assessment of the National Assessment of Educational Progress shows little difference between males and females in overall mathematics achievement at ages 9 and 13. However, at age 17, females are not achieving as well in mathematics as males. (MP)

This project examined science education research relating to relative effects of different science programs, teaching systems, instructional methodologies, teacher preparation programs, and relationships between various student outcomes and student/teacher relationships. More than 80 studies were examined providing information on sex-related…

Used mathematics achievement data from the 1992 National Assessment of Educational Progress, the Third International Mathematics and Science Study, and the National Education Longitudinal Study of 1988 to examine the sex difference by item difficulty interaction. The predicted negative correlation was found for all eight populations and was…

This report is part of the National Assessment on what children know and can do in science. The results are reported in terms of percentages of respondents who provide correct responses to specific exercises. Among the interesting results are the following: (1) Males performed better than females, increasingly through the four National Assessment…