Gender Differences in College Preparedness: A Statewide Study

Autor/inn/en	Combs, Julie P.; Slate, John R.; Moore, George W.; Bustamante, Rebecca M.; Onwuegbuzie, Anthony J.; Edmonson, Stacey L.
Titel	Gender Differences in College Preparedness: A Statewide Study
Quelle	In: Urban Review: Issues and Ideas in Public Education, 42 (2010) 5, S.441-457 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-009-0138-x
Schlagwörter	College Entrance Examinations; Gender Differences; College Preparation; Reading Skills; Mathematics Skills; Scores; Statistical Analysis; High School Students; Comparative Analysis; Texas; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Geschlechterkonflikt; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in reading, in math, and in both subjects for the 2006-2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic Assessment Test (SAT) and the American College Test (ACT) for the 2005-2006 and 2006-2007 school years. Differences in criterion scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject areas. Of special note is that less than one-third of all students were deemed to be college-ready in both subject areas. Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10