Abstract
The relationship between gender and student performance on the Advanced Placement Calculus AB, Calculus BC, and Statistics exams for the spring 2000, 2005, and 2010 exam administrations were analyzed. Using College Board data for all students (ns > 100,000) in the United States for all three exams in each of the three years, statistically significant relationships were yielded between gender and performance on Advanced Placement math exams. In each of the three exams a higher percentage of boys earned a score of 3 or better than the percentage of girls earning scores of 3 or higher. The performance of boys and girls on these three Advanced Placement exams from 2000 to 2010 was relatively unchanged. Implications of the findings are discussed and suggestions for further research are made. Keywords: Advanced Placement, gender, student achievement
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