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ADVANCED PLACEMENT MATH SCORES FROM 2000 TO 2010: DOES GENDER STILL MATTER?

Year 2012, Volume: 3 Issue: 1, 33 - 48, 28.03.2012

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.

References

  • Burnham, P. S., and Hewitt, B. A. (1971). Advanced Placement scores: Their predictive validity. Educational and Psychological Measurement, 31, 939-945. doi:10.1177/001316447103100417
  • Callahan, C. (2003). Advanced Placement and International Baccalaureate programs for talented students in American high schools: A focus on science and mathematics. Storrs, CT: The National Research Center on the Gifted and Talented.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • Colangelo, N., Assouline, S., and Gross, M. (Eds.). (2004). A nation deceived: How schools hold back America’s brightest students (Vol. I). Iowa City, IA: The University of Iowa.
  • College Board. (2000). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2000.html
  • College Board. (2005). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2005.html
  • College Board. (2010a). 6th annual report to the nation. Retrieved from http://www.collegeboard.com/html/aprtn/pdf/ap_report_to_the_nation.pdf
  • College Board. (2010b). About AP. Retrieved from http://www.collegeboard.com/student/testing/ap/about.html
  • College Board. (2010c). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2010.html
  • Dixon, F. (2006). Differentiating instruction in AP: An important question? Or, out of the question? Gifted Child Today, 29(2), 50-54.
  • Dodd, B. G., Fitzpatrick, S. J., De Ayala, R. J., and Jennings, J. A. (2002). An investigation of the validity of AP grades of 3 and a comparison of AP and non-AP student groups. (College Board Research Report No. 2002-9). New York, NY: The College Board.
  • Doughery, C., Mellor, L., and Jian, S. (2006). The relationship between Advanced Placement and college graduation. Austin, TX: National Center for Educational Accountability.
  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., and Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Freeman.
  • Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics and gender equity: A meta-analysis. Psychological Bulletin, 136, 103-127. doi:10.1037/a0018053
  • Ewing, M. (2006). The AP program and student outcomes: A summary of research. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/RN-29.pdf
  • Fennema, E. (1974). Mathematics learning and the sexes: A review. Journal for Research in Mathematics Education, 5, 126-129. doi:10.2307/748949
  • Fennema, E., and Carpenter, T. P. (1981). Sex-related differences in mathematics: Results from the National Assessment. Mathematics Teacher, 74, 554-559.
  • Hargrove, L., Godin, D., and Dodd, B. (2008). College outcomes comparisons by AP and non-AP high school experiences. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/08- 1574_CollegeOutcomes.pdf
  • Hertberg-Davis, H., Callahan, C., and Kyburg, R. (2006). Advanced Placement and International Baccalaureate exams: A “fit” for gifted learners? Storrs, CT: The National Research Center on the Gifted and Talented.
  • Hyde, J. S., Fennema, E., and Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139–155. doi:10.1037//0033-2909.107.2.139
  • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A., and Williams, C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. doi:10.1126/science.1160364
  • Maccoby, E. E., and Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press.
  • Moore, G. W., and Slate, J. R. (2008). Who’s taking the advanced placement courses and how are they doing: A statewide two-year study. The High School Journal, 92, 57-67. doi:10.1353/hsj.0.0013
  • Morgan, R., and Crone, C. (1993) Advanced Placement Examinees at the University of California: An investigation of the freshman-year courses and grades of examinees in Biology, Calculus AB, and Chemistry. (ETS Statistical Report 93-210). Princeton, NJ: Educational Testing Service.
  • Morgan, R., and Ramist, L. (1998). Advanced Placement students in college: An investigation of course grades at 21 colleges. (ETS Statistical Report No. 98-13). Princeton, NJ: Educational Testing Service.
  • Robinson, M. (2003). Student enrollment in high school AP sciences and calculus: How does it correlate with STEM careers? Bulletin of Science, Technology & Society, 23(4), 265-273. doi:10.1177/0270467603256090
  • Van Tassel-Baska, J. (2005).Gifted programs and services: What are the nonnegotiables? Theory Into Practice, 44(2), 90-97. doi:10.1207/s15430421tip4402_3
  • Wigfield, A., and Eccles, J. S. (2000). Expectancy–Value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.

2000'DEN 2010'A İLERİ MATEMATİK YERLEŞTİRME SONUÇLARI: CİNSİYET HALA ÖNEMLİ Mİ?

Year 2012, Volume: 3 Issue: 1, 33 - 48, 28.03.2012

Abstract

Genişletilmiş Özet

Problem: Bu çalışmanın amacı üç gelişmiş matematik yerleştirme sınavında (yani, AB Matematik, Matematik M.Ö. ve İstatistik) öğrenci performansının cinsiyete ne ölçüde bağlı olduğunu zamana göre saptamaktır. Modern Beklenti-Değer Teorisi erkeklerin kızlara göre akademik başarı ya da başarısızlık için farklı beklentiler geliştirebileceğini ve bu nedenle matematiksel görevlerde başarılı olmak için daha fazla motive olabileceklerini ileri sürmektedir. Geleneksel bilgilere göre erkekler kızlara göre matematikte daha başarılıdır fakat bu fikrin doğru olmayabileceğini ortaya koyan araştırmalar da mevcuttur.
Yöntem: Bir nicel ve nedensel-karşılaştırmalı araştırma tasarımı, ABD'deki “College Board Advanced Placement" verilerindeki, Mayıs 2000, Mayıs 2005 ve Mayıs 2010 uygulamalarındaki istatistiklere göre gerçekleştirildi. Bu sınavlardaki veriler içinden özellikle, AP (İleri Yerleştirme Sınavı) sınavlarını Calculus AB, Calculus BC olarak tamamlayan tüm öğrenciler analize dahil edildi. Veriler College Board Web sitesinden bir Excel dosyasına yüklendi ve Pearson Ki Kare istatistiksel yöntemi kullanılarak analiz edildi. AP sınavlarındaki puanlar College Board tarafından 5, 4, 3, 2 veya 1 puan alan öğrencilerin sayısı ve yüzdeleriyle sağlandı. Bazı veriler cinsiyet ve etnik mensubiyet için ayrı ayrı raporlandı.
Bulgular: Üç AP matematik sınavında (Yani calculus AB, Calculus BC ve İstatistik) ve üç dönemdeki her bir sınavda (2000, 2005 ve 2010) test uygulamalarında performanslarının kız ve erkek olmalarına bağlı olarak farklılaştığı ortaya çıktı. İstatistiksel olarak, her durumda (yıllara ve puanlara göre) erkeklerin kızlardan daha yüksek AP puanları aldığı görüldü. Kızların girdiğinden daha fazla erkeğin Calculus BC sınavlarına girdiği ve Calculus BC ve İstatistik sınavlarına giren kız ve erkek öğrencilerin sayısının 2000 yılında yakın olmasına rağmen, istatistik sınavlarını alan erkek öğrencilerin sayısı Calculus BC sınavlarını alan kız öğrencilerin sayısından daha hızlı bir şekilde arttı.
Öneriler: Neden kızların daha az başarılı olduğuna dönük çalışmalar yapılabilir. Bu çalışmada cinsiyet üzerine AP matematik sınavlarındaki farklılıkların nedenlerini belirlemek için hiçbir girişimde bulunulmadı. Gelecekteki araştırmalar içinde ele alınması gereken önemli bir sorular vardır:(a) matematik derslerinde kız ve erkekler için farklı öğretmen beklentileri var mıdır?;(b) hangi sosyal ya da kültürel etkenler bu testlerde öğrenci performansını etkiler?; ve(c) öğretmenler için hangi profesyonel gelişime ihtiyaç vardır? Ayrıca, cinsiyet ve AP sınavları performans arasındaki ilişkiyi belirlemek için birkaç tüm yıl devam edecek çalışmalar da yapılabilir. 

References

  • Burnham, P. S., and Hewitt, B. A. (1971). Advanced Placement scores: Their predictive validity. Educational and Psychological Measurement, 31, 939-945. doi:10.1177/001316447103100417
  • Callahan, C. (2003). Advanced Placement and International Baccalaureate programs for talented students in American high schools: A focus on science and mathematics. Storrs, CT: The National Research Center on the Gifted and Talented.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • Colangelo, N., Assouline, S., and Gross, M. (Eds.). (2004). A nation deceived: How schools hold back America’s brightest students (Vol. I). Iowa City, IA: The University of Iowa.
  • College Board. (2000). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2000.html
  • College Board. (2005). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2005.html
  • College Board. (2010a). 6th annual report to the nation. Retrieved from http://www.collegeboard.com/html/aprtn/pdf/ap_report_to_the_nation.pdf
  • College Board. (2010b). About AP. Retrieved from http://www.collegeboard.com/student/testing/ap/about.html
  • College Board. (2010c). National report. [Data File]. Retrieved from http://www.collegeboard.com/student/testing/ap/exgrd_sum/2010.html
  • Dixon, F. (2006). Differentiating instruction in AP: An important question? Or, out of the question? Gifted Child Today, 29(2), 50-54.
  • Dodd, B. G., Fitzpatrick, S. J., De Ayala, R. J., and Jennings, J. A. (2002). An investigation of the validity of AP grades of 3 and a comparison of AP and non-AP student groups. (College Board Research Report No. 2002-9). New York, NY: The College Board.
  • Doughery, C., Mellor, L., and Jian, S. (2006). The relationship between Advanced Placement and college graduation. Austin, TX: National Center for Educational Accountability.
  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., and Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Freeman.
  • Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics and gender equity: A meta-analysis. Psychological Bulletin, 136, 103-127. doi:10.1037/a0018053
  • Ewing, M. (2006). The AP program and student outcomes: A summary of research. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/RN-29.pdf
  • Fennema, E. (1974). Mathematics learning and the sexes: A review. Journal for Research in Mathematics Education, 5, 126-129. doi:10.2307/748949
  • Fennema, E., and Carpenter, T. P. (1981). Sex-related differences in mathematics: Results from the National Assessment. Mathematics Teacher, 74, 554-559.
  • Hargrove, L., Godin, D., and Dodd, B. (2008). College outcomes comparisons by AP and non-AP high school experiences. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/08- 1574_CollegeOutcomes.pdf
  • Hertberg-Davis, H., Callahan, C., and Kyburg, R. (2006). Advanced Placement and International Baccalaureate exams: A “fit” for gifted learners? Storrs, CT: The National Research Center on the Gifted and Talented.
  • Hyde, J. S., Fennema, E., and Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139–155. doi:10.1037//0033-2909.107.2.139
  • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A., and Williams, C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. doi:10.1126/science.1160364
  • Maccoby, E. E., and Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press.
  • Moore, G. W., and Slate, J. R. (2008). Who’s taking the advanced placement courses and how are they doing: A statewide two-year study. The High School Journal, 92, 57-67. doi:10.1353/hsj.0.0013
  • Morgan, R., and Crone, C. (1993) Advanced Placement Examinees at the University of California: An investigation of the freshman-year courses and grades of examinees in Biology, Calculus AB, and Chemistry. (ETS Statistical Report 93-210). Princeton, NJ: Educational Testing Service.
  • Morgan, R., and Ramist, L. (1998). Advanced Placement students in college: An investigation of course grades at 21 colleges. (ETS Statistical Report No. 98-13). Princeton, NJ: Educational Testing Service.
  • Robinson, M. (2003). Student enrollment in high school AP sciences and calculus: How does it correlate with STEM careers? Bulletin of Science, Technology & Society, 23(4), 265-273. doi:10.1177/0270467603256090
  • Van Tassel-Baska, J. (2005).Gifted programs and services: What are the nonnegotiables? Theory Into Practice, 44(2), 90-97. doi:10.1207/s15430421tip4402_3
  • Wigfield, A., and Eccles, J. S. (2000). Expectancy–Value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.
There are 28 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Jill Morris

John Slate

Publication Date March 28, 2012
Published in Issue Year 2012Volume: 3 Issue: 1

Cite

APA Morris, J., & Slate, J. (2012). ADVANCED PLACEMENT MATH SCORES FROM 2000 TO 2010: DOES GENDER STILL MATTER?. E-Uluslararası Eğitim Araştırmaları Dergisi, 3(1), 33-48.

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