Abstract
Middle school students with inhalant allergies were paired with nonallergic students on the basis of grade level, school ability, and past mathematics achievement. Matched pairs of students were administered the mathematics subtests of the Iowa Tests of Basic Skills. Data on school absences, student's sex, and identity of the student's mathematics teacher were recorded. A significant difference was found between the mean scores of allergic and nonallergic eighth-grade students on the Mathematics Concepts subtest of the ITBS. Differences between this group and all other groups were examined, particularly with respect to the relationship between entrance into puberty and inhalant allergy.
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