Abstract
The mathematics test achievement of 11 914 young men and women, aged 15 to 22, who participated in the National Longitudinal Study of Youth Labor Force Behavior in 1980 was analyzed to assess sex, education, and ethnic group effects. The mathematics knowledge and arithmetic reasoning subtests of the Armed Services Vocational Aptitude Battery were the measures of achievement. A multivariate analysis of variance revealed significant main effects for sex, education, and ethnic group membership. Generally, the mathematics achievement of all groups increased the longer they were in school. White males showed the greatest benefit of continued education, and blacks as a group showed the smallest. However, significant two-way interaction effects confounded these general trends.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
