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Gender disparity within the academic...

Poole, George.

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Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance./
Author:	Poole, George.
Description:	382 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2721.
Contained By:	Dissertation Abstracts International62-08A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3023469
ISBN:	0493351477

Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance.
Poole, George.

Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance. - 382 p.

Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2721.

Thesis (Ed.D.)--Wilmington College (Delaware), 2002.

The purpose of this descriptive, historical study was to learn whether a consistent pattern of academic gender differences existed in the educational history of the graduating class of 2000 at a rural Maryland high school. The study's population, fairly uniform in economic, ethnic, and social characteristics, appeared to have few variables other than gender to explain academic differences among students. Course grades, test scores, attendance, discipline, course enrollment, and other pertinent educational data relative to school performance were gathered from individual students' cumulative records. In addition to descriptive, ANOVA, and Chi square analyses of the record data, surveys and interviews of student participants, their parents, and educators provided additional information on perceptions of the role gender played in the education of the participants. The study found that among these participants, females appeared to perform at a generally higher level in all course work, while males tended to do better than females on many standardized tests. Of 27 end-of-year course grades in reading/English, math, and science in the nine years included in the study, females earned a higher percentage of combined "A" or "B" grades on all occasions. Females' mean grade point average, rank in class, and rate of enrollment in higher level math and science high school courses were higher than males. Male mean scores on the CTBS tests were higher than females in math and science, but not consistently in reading. However, females had a higher mean score on the state functional tests. Among those taking the SAT, males had higher scores on both the verbal and mathematics sections. Females had fewer discipline infractions, took more leadership roles in high school, but males received more scholarships and admittance to more competitive colleges. Gender differences were found in the relationships between several early academic measures and later indicators of high school accomplishment. Surveys and interviews indicated a general denial by students and parents of the importance of the role of gender in influencing academic performance, while educators generally attributed some importance to the effect of gender in education.

ISBN: 0493351477Subjects--Topical Terms:

539262
Education, Secondary.

Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance.
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245 1 0 $a Gender disparity within the academic record of the class of 2000 at a rural high school: A historical study of the relationships between early and concluding measures of school performance.
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500 $a Advisers: Marilyn C. Campbell; Ronald C. Watts.
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520 $a The purpose of this descriptive, historical study was to learn whether a consistent pattern of academic gender differences existed in the educational history of the graduating class of 2000 at a rural Maryland high school. The study's population, fairly uniform in economic, ethnic, and social characteristics, appeared to have few variables other than gender to explain academic differences among students. Course grades, test scores, attendance, discipline, course enrollment, and other pertinent educational data relative to school performance were gathered from individual students' cumulative records. In addition to descriptive, ANOVA, and Chi square analyses of the record data, surveys and interviews of student participants, their parents, and educators provided additional information on perceptions of the role gender played in the education of the participants. The study found that among these participants, females appeared to perform at a generally higher level in all course work, while males tended to do better than females on many standardized tests. Of 27 end-of-year course grades in reading/English, math, and science in the nine years included in the study, females earned a higher percentage of combined "A" or "B" grades on all occasions. Females' mean grade point average, rank in class, and rate of enrollment in higher level math and science high school courses were higher than males. Male mean scores on the CTBS tests were higher than females in math and science, but not consistently in reading. However, females had a higher mean score on the state functional tests. Among those taking the SAT, males had higher scores on both the verbal and mathematics sections. Females had fewer discipline infractions, took more leadership roles in high school, but males received more scholarships and admittance to more competitive colleges. Gender differences were found in the relationships between several early academic measures and later indicators of high school accomplishment. Surveys and interviews indicated a general denial by students and parents of the importance of the role of gender in influencing academic performance, while educators generally attributed some importance to the effect of gender in education.
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