Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement. (September 2017)

• Record Type: Journal Article
• Authors: Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara
• Is Part Of: Journal of psychoeducational assessment. Volume 35:Number 6(2017)
• Page Start: 568
• Page End: 580
• Publication Date: 2017-09
• Subjects: gender differences -- curriculum-based measurement -- mathematics; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282916649122
• Languages: English
• ISSNs: 0734-2829

Abstract

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.