Gender Differences in Mathematics Curriculum-Based Measurement in Third through Eighth Grade Students

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Laura Katherine Dickerson (Creator)
Appalachian State University (ASU )
Web Site:
Jamie Fearrington

Abstract: A number of studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics (Below, Skinner, Fearrington, & Sorrell, 2010; Camarata & Woodcock, 2006; Duckworth & Seligman, 2006; Gibb, Fergusson, & Horwood, 2008; Pomerantz, Altermatt, & Saxon, 2002). The current study is preliminary, examining whether or not gender differences exist when Mathematics Curriculum-Based Measurement (M-CBM) probes are used to assess basic math computation skills in a sample of third through eighth grade students. Participants included 1,627 general and special education students (813 males and 814 females) from five schools in a rural southeastern school district in the United States. AIMSweb M-CBM probes were administered to each student three times (at fall, winter, and spring benchmarks) during the 2006-2007 school year. M-CBM probes were scored for Correct Digits. A mixed model linear regression was used to identify significant differences between genders in grades three through eight. The development of advanced math skills requires knowledge of basic math concepts, such as addition, subtraction, multiplication, and division that are included on M-CBM probes. School psychologists and other educators will benefit from understanding gender gaps that exist between students in early mathematical ability.

Additional Information

Dickerson, L.K. (2012). Gender Differences in Mathematics Curriculum-Based Measurement in Third through Eighth Grade Students. Unpublished master’s thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2012
Mathematics, Gender differences, Curriculum-based measurement

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