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Advanced Placement Exams Participation and Performance: A National Study of Gender Differences

Yıl 2012, Cilt: 3 Sayı: 3, 18 - 32, 22.10.2012

George W. Moore Julie P. Combs John Slate

Öz

Performance on Advanced Placement exams for the May 2007 and for the May 2011 administrations was analyzed to determine whether high school boys and girls scored differently. Statistical analysis of scores on AP exams, overall and then for the top 10 AP courses based on exam completion, yielded statistically significant differences between boys and girls. In almost all cases, boys had higher percentages of the top two AP exam scores, 4s and 5s, than did girls. Finally, the most difficult AP exams were identified for boys and for girls. With one exception, Government Politics U.S., the most difficult exams were different by gender. Of particular interest is the striking similarity of results for the 2007 and 2011 AP exams. Implications of these findings are discussed.

Anahtar Kelimeler

Advanced Placement Gender differences AP exams

Kaynakça

  • Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U.S. Department of Education.
  • American Association of University Women. (1998). Gender gaps: Where schools still fail our children.
  • Washington, DC: Author. American Association of University Women. (2004). Under the microscope: A decade of gender equity projects in the sciences. Washington, DC: Author.
  • Bailey, S. M. (1993). The current status of gender equity research in American schools. Educational Psychologist, 28, 321-339.
  • Benbow, C. P. (1988). Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11, 169-232.
  • Breland, H. M., Danos, D. O., Kahn, H. D., Kubota, M. Y., and Bonner, M. W. (1994). Performance versus objective testing and gender: An exploratory study of an advanced placement history examination. Journal of Educational Measurement, 31(4), 275-293.
  • Buck, G., Kostin, I., and Morgan, R. (2002). Examining the relationship of content to gender-based performance differences in Advanced Placement exams. New York, NY: College Entrance Examination Board.
  • Catsambis, S. (1995). Gender, race, ethnicity, and science education in middle grades. Journal of Research in Science Teaching, 32, 243-257.
  • Chec, S. J. (2008, April). College Board intends to drop AP courses in four subjects. Education Week, 27(22), 13.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • College Board. (2006). Texas public schools: Advanced Placement program participation & performance. Retrieved from http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/texas_ap-report_06.pdf
  • College Board. (2007). Advanced Placement report to the Nation. Retrieved from http://www.collegeboard.com/prod_downloads/about/news_info/ap/2007/2007_ap-reportnation.pdf
  • College Board. (2008). The 4th annual AP report to the nation. Retrieved from http://professionals.collegeboard.com/profdownload/ap-report-to-the-nation-2008.pdf
  • Combs, J. P., Slate, J. R., Moore, G. W., Bustamante, R. M., Onwuegbuzie, A. J., and Edmonson, S. (2010). Gender differences in college preparedness: A statewide study. The Urban Review, 42, 441-457. doi:10.1007/s11256-009-0138-x
  • Conley, D. T. (2007). Toward a more comprehensive conception of college readiness. Eugene, OR: Educational Policy Improvement Center. Retrieved from https://www.epiconline.org/
  • Corbett, C., Hill, C., and Rose, A. (2008). Where the girls are: The facts about gender equity in education. Washington, DC: AAUW Educational Foundation.
  • Dentith, A. (2008). Smart girls, hard-working girls but not yet self-assured girls: The limits of gender equity politics. Canadian Journal of Education, 31(1), 145-166.
  • Dougherty, C., Mellor, L., and Jian, S. (2005). The relationship between Advanced Placement and college graduation. National Center for Educational Accountability.
  • Gallagher, A. M., and Kaufman, J. C. (2005). Gender differences in mathematics. New York, NY: Cambridge University Press.
  • Geiser, S., and Santelices, V. (2004). The role of Advanced Placement and honors courses in college admissions. Center for Studies in Higher Education, University of California: Berkeley.
  • Halpern, D. F., and Wright, T. (1996). A process-oriented model of cognitive sex differences. Learning and Individual Differences, 8, 3-24.
  • Herzig, A. H. (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74, 171-214.
  • Hill, C., Corbett, C., and Rose, A. (2010). Why so few: Women in science, technology, engineering, and mathematics. Washington, DC: AAUW Educational Foundation. Retrieved from www.aauw.org
  • Jones, S. M., and Dindia, K. (2004). A meta-analytic perspective on sex equity in the classroom. Review of Educational Research, 74, 443-471.
  • Jones, M. G., Howe, A., and Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84, 180-192.
  • King, J. E. (2006). Gender equity in higher education: 2006. Washington, DC: American Council on Education.
  • Leahey, E., and Guo, G. (2001). Gender differences in mathematical trajectories. Social Forces, 80, 713- 732.
  • Lichten, W. (2000). Whither Advanced Placement? Educational Policy Analysis Archives, 8(29). Retrieved from http://epaa.asu.edu/epaa/v8n29.html
  • Martin, M. O., Mullis, I. V. S., Gonzales, E. J., O’Connor, K. M., Chrostowski, S. J., Gregory, K. D., et al. (2001). Science benchmarking report, TIMSS 1999-Eighth grade: Achievement for U.S. states and districts in an international context. Chestnut Hill, MA: Boston College.
  • Moore, G. W., Joyner, S. A., Martinez-Garcia, C., and Slate, J. R. (2012). College-readiness of Asian American students and of White students: A statewide study. International Journal of University Teaching and Faculty Development, 2(4). Retrieved from https://www.novapublishers.com/catalog/product_info.php?products_id=33659
  • Moore, G. M., 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(1), 56-65. doi:10.1353/hsj.0.0013
  • Moore, G. W., and Slate, J. R. (2010). Advanced Placement courses and American Indian performance. American Secondary Education, 38(2), 73-94.
  • Moore, G. W., and Slate, J. R. (2011). A multi-year analysis of Asian gender differences on Advanced Placement exams. International Journal of Educational Leadership Preparation, 6(4), 1-13.
  • National Assessment of Educational Progress. (2001). The nation’s report card science 2000. Retrieved from http://nces.ed.gov/nationsreportcard/science/
  • National Science Foundation. (2003). Women, minorities and persons with disabilities in science and engineering: 2002. Report NSF03312. Arlington, VA: Author. Retrieved from http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf02044
  • National Science Foundation. (2009). Women, minorities, and persons with disabilities in science and engineering: 2009. Report NSF09305. Arlington, VA: Author. Retrieved from www.nsf.gov/statistics/wmpd
  • Nelson, D. J., and Rogers, D. C. (2004). A national analysis of diversity in science and engineering faculties at research universities: Executive summary. Retrieved from http://www.now.org/issues/diverse/diversity_report.pdf
  • Nowell, A., and Hedges, L. V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: An analysis of differences in mean, variance, and extreme scores. Sex Roles, 39, 21-43.
  • Olszewski-Kubilius, P., and Turner, D. (2002). Gender differences among elementary school-aged gifted students in achievement, perceptions of ability, and subject preference. Journal for the Education of the Gifted, 25, 233-268.
  • Oxtoby, D. W. (2007, April). The rush to take more AP courses hurts students, high schools, and colleges. The Chronicle, 53(34), B22. Retrieved from http://www.chronicle.com/weekly/v53/i34/34b02201.htm
  • Santoli, S. P. (2002). Is there an Advanced Placement advantage? American Secondary Education, 3(2), 23-35.
  • Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950-958.
  • Swiatek, M. A., and Lupkowski-Shoplik, A. (2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23, 360-377.
  • Vanderbrook, C. M. (2006). Intellectually gifted females and their perspectives of lived experience in the AP and IB programs. Journal of Secondary Gifted Education, 17(3), 133-148.
  • Wheatley, M. J. (2007). Finding our way: Leadership for an uncertain time San Francisco, CA: BarrettKohler Publishers.
  • Wigfield, A., and Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.

İleri Yerleştirme Sınavlarına Katılım ve Performans:Ulusal bir Cinsiyet Farklılıkları Çalışması

Yıl 2012, Cilt: 3 Sayı: 3, 18 - 32, 22.10.2012

George W. Moore Julie P. Combs John Slate

Öz

 Genişletilmiş Özet Problem: Araştırmacıların ileri yerleştirme sınavlarında kızların ve erkeklerin arasındaki farklılığı araştırmalarına rağmen, yakın zamanda ileri yerleştirme sınavlarında oluşan bu farklılıkları ortaya koyan çalışmalar çok azdır. AP kursu seçimlerini ve performansını gösteren örnekleri anlamaları taktirde, veliler ve okul personelleri lise öğrencilerine ileri yerleştirme konu-alan seçimlerinde yol gösterici olabilirler. Eklemek gerekirse, kızların ve erkeklerin kursa katılım oranlarının analiz edilmesi, matematik ve fenle alakalı alanlarda kızların ve kadınların katılımı hakkında sürüp gelen endişelere de ışık tutabilir. Bu çalışmaya üç amaç öncülük etmiştir. İlk amaç, ileri yerleştirme sınavlarının hangi alanında kızların ve erkeklerin farklılık gösterdiğidir. İkinci amaç, kızlar ve erkekler tarafından en sık alınan ileri yerleştirme sınavlarını tanıtmaktır. Son olarak, üçüncü amacı da, kızlar ve erkekler için en zor olan ileri yerleştirme sınavlarını ortaya koymaktır. Metot: Bu çalışma için, Birleşmiş Milletlerde uygulanan ileri yerleştirme sınavlarının 2007 ve 2011 mayıs ayları verileri alınmıştır. Her bir seviyedeki öğrenci performansları ve bütünleşik öğrenci performanslarını ortaya koyan The College Board'a ait veri seti (excel dosyaları) alınmıştır. Ulusal performans excel veri dosyaları bu çalışma için yüklenmiştir. İleri yerleştirme sınavlarına yönelik dosyalardan toplanan bilgiler, cinsiyet ve etnik köken itibariyle ayrılmıştır. Bu çalışmanın amacı gereği, ileri yerleştirme sınavlarından kızların ve erkeklerin en çok sıklıkta giridikleri ileri yerleştirme sınavları seçilmiştir. Bulgular ve Yorum: Bu çalışmada, cinsiyetin ileri yerleştirme performansı ve katılımına etki ettiği görülmüştür. 2007 yılında kızlar ve erkekler en çok alınan dört ileri yerleştirme sınavları bakımından (İngiliz Edebiyatı ve Kompozisyon, İngiliz Dili ve Kompozisyon, Birleşmiş Milletler Tarihi ve Matematik) farklılık göstermemişlerdir. Buna rağmen, 2011 yılında en çok alınan üç ileri yerleştirme sınavı değişmemiş (İngiliz Edebiyatı ve Kompozisyon, İngiliz Dili ve Kompozisyon, Birleşmiş Milletler Tarihi), fakat dördüncü en çok alınan sınav erkekler için Matematik olmuşken, kızlar için Psikoloji olmuştur. Farklılıklar, erkeklerin Psikoloji ve İspanyolca almaya daha az eğilimli olduğu, kızların Kimya ve İstatistik almaya daha az eğilimli olduğu yönünde ortaya çıkmıştır. 2007 ve 2011 yılında en çok alınan 12 ileri yerleştirme sınavlarına bakılacak olursa, erkeklerin 12 ileri yerleştirme sınavının 10 tanesinden yüksek puan elde ettiklerini, kızların ise erkeklerden sadece İngiliz Edebiyatı ve Kompozisyon ve İspanyolca dili sınavlarından daha yüksek puan aldıkları görülmüştür. Sonuç ve Öneriler: Üniversiteye hazırlamalarından ötürü uygulanan sıkı lise ders programı ve ileri yerleştirme sınavlarının varlığı, bölge yöneticilerini cinsiyet farkını da hesaba katacak şekilde farklı sınav seçenekleri ve katılımları sağlamaya itmelidir. Ayrıca, bu yöneticiler daha erken dönemlerde, titiz bir şekilde program sıra ve içeriklerini de değerlendirmelidirler. Yeni ileri yerleştirme sınavlarını kabul eden okullar ve bölge yöneticileri bakımından, bu sonuçlar yöneticilerin en popüler ileri yerleştirme sınavlarını seçmelerine yardımcı olacaktır. Bu bilgiyle, öğretmenler, danışmanlar ve yöneticiler, öğrencilerin katılmayı en çok sevecekleri ileri yerleştirme sınavlarını seçmiş olacaklardır. Bulguların çok önemli olduğu bir çağda, sınırlı bilgi kaynağından nasıl en iyisini bilebileceğimizi bilmek, hayati bir önem taşır. 

Anahtar Kelimeler

İleri Düzey Yerleştirme Programı Cinsiyet farklılıkları Yerleştirme sınavları

Kaynakça

  • Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U.S. Department of Education.
  • American Association of University Women. (1998). Gender gaps: Where schools still fail our children.
  • Washington, DC: Author. American Association of University Women. (2004). Under the microscope: A decade of gender equity projects in the sciences. Washington, DC: Author.
  • Bailey, S. M. (1993). The current status of gender equity research in American schools. Educational Psychologist, 28, 321-339.
  • Benbow, C. P. (1988). Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11, 169-232.
  • Breland, H. M., Danos, D. O., Kahn, H. D., Kubota, M. Y., and Bonner, M. W. (1994). Performance versus objective testing and gender: An exploratory study of an advanced placement history examination. Journal of Educational Measurement, 31(4), 275-293.
  • Buck, G., Kostin, I., and Morgan, R. (2002). Examining the relationship of content to gender-based performance differences in Advanced Placement exams. New York, NY: College Entrance Examination Board.
  • Catsambis, S. (1995). Gender, race, ethnicity, and science education in middle grades. Journal of Research in Science Teaching, 32, 243-257.
  • Chec, S. J. (2008, April). College Board intends to drop AP courses in four subjects. Education Week, 27(22), 13.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • College Board. (2006). Texas public schools: Advanced Placement program participation & performance. Retrieved from http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/texas_ap-report_06.pdf
  • College Board. (2007). Advanced Placement report to the Nation. Retrieved from http://www.collegeboard.com/prod_downloads/about/news_info/ap/2007/2007_ap-reportnation.pdf
  • College Board. (2008). The 4th annual AP report to the nation. Retrieved from http://professionals.collegeboard.com/profdownload/ap-report-to-the-nation-2008.pdf
  • Combs, J. P., Slate, J. R., Moore, G. W., Bustamante, R. M., Onwuegbuzie, A. J., and Edmonson, S. (2010). Gender differences in college preparedness: A statewide study. The Urban Review, 42, 441-457. doi:10.1007/s11256-009-0138-x
  • Conley, D. T. (2007). Toward a more comprehensive conception of college readiness. Eugene, OR: Educational Policy Improvement Center. Retrieved from https://www.epiconline.org/
  • Corbett, C., Hill, C., and Rose, A. (2008). Where the girls are: The facts about gender equity in education. Washington, DC: AAUW Educational Foundation.
  • Dentith, A. (2008). Smart girls, hard-working girls but not yet self-assured girls: The limits of gender equity politics. Canadian Journal of Education, 31(1), 145-166.
  • Dougherty, C., Mellor, L., and Jian, S. (2005). The relationship between Advanced Placement and college graduation. National Center for Educational Accountability.
  • Gallagher, A. M., and Kaufman, J. C. (2005). Gender differences in mathematics. New York, NY: Cambridge University Press.
  • Geiser, S., and Santelices, V. (2004). The role of Advanced Placement and honors courses in college admissions. Center for Studies in Higher Education, University of California: Berkeley.
  • Halpern, D. F., and Wright, T. (1996). A process-oriented model of cognitive sex differences. Learning and Individual Differences, 8, 3-24.
  • Herzig, A. H. (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74, 171-214.
  • Hill, C., Corbett, C., and Rose, A. (2010). Why so few: Women in science, technology, engineering, and mathematics. Washington, DC: AAUW Educational Foundation. Retrieved from www.aauw.org
  • Jones, S. M., and Dindia, K. (2004). A meta-analytic perspective on sex equity in the classroom. Review of Educational Research, 74, 443-471.
  • Jones, M. G., Howe, A., and Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84, 180-192.
  • King, J. E. (2006). Gender equity in higher education: 2006. Washington, DC: American Council on Education.
  • Leahey, E., and Guo, G. (2001). Gender differences in mathematical trajectories. Social Forces, 80, 713- 732.
  • Lichten, W. (2000). Whither Advanced Placement? Educational Policy Analysis Archives, 8(29). Retrieved from http://epaa.asu.edu/epaa/v8n29.html
  • Martin, M. O., Mullis, I. V. S., Gonzales, E. J., O’Connor, K. M., Chrostowski, S. J., Gregory, K. D., et al. (2001). Science benchmarking report, TIMSS 1999-Eighth grade: Achievement for U.S. states and districts in an international context. Chestnut Hill, MA: Boston College.
  • Moore, G. W., Joyner, S. A., Martinez-Garcia, C., and Slate, J. R. (2012). College-readiness of Asian American students and of White students: A statewide study. International Journal of University Teaching and Faculty Development, 2(4). Retrieved from https://www.novapublishers.com/catalog/product_info.php?products_id=33659
  • Moore, G. M., 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(1), 56-65. doi:10.1353/hsj.0.0013
  • Moore, G. W., and Slate, J. R. (2010). Advanced Placement courses and American Indian performance. American Secondary Education, 38(2), 73-94.
  • Moore, G. W., and Slate, J. R. (2011). A multi-year analysis of Asian gender differences on Advanced Placement exams. International Journal of Educational Leadership Preparation, 6(4), 1-13.
  • National Assessment of Educational Progress. (2001). The nation’s report card science 2000. Retrieved from http://nces.ed.gov/nationsreportcard/science/
  • National Science Foundation. (2003). Women, minorities and persons with disabilities in science and engineering: 2002. Report NSF03312. Arlington, VA: Author. Retrieved from http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf02044
  • National Science Foundation. (2009). Women, minorities, and persons with disabilities in science and engineering: 2009. Report NSF09305. Arlington, VA: Author. Retrieved from www.nsf.gov/statistics/wmpd
  • Nelson, D. J., and Rogers, D. C. (2004). A national analysis of diversity in science and engineering faculties at research universities: Executive summary. Retrieved from http://www.now.org/issues/diverse/diversity_report.pdf
  • Nowell, A., and Hedges, L. V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: An analysis of differences in mean, variance, and extreme scores. Sex Roles, 39, 21-43.
  • Olszewski-Kubilius, P., and Turner, D. (2002). Gender differences among elementary school-aged gifted students in achievement, perceptions of ability, and subject preference. Journal for the Education of the Gifted, 25, 233-268.
  • Oxtoby, D. W. (2007, April). The rush to take more AP courses hurts students, high schools, and colleges. The Chronicle, 53(34), B22. Retrieved from http://www.chronicle.com/weekly/v53/i34/34b02201.htm
  • Santoli, S. P. (2002). Is there an Advanced Placement advantage? American Secondary Education, 3(2), 23-35.
  • Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950-958.
  • Swiatek, M. A., and Lupkowski-Shoplik, A. (2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23, 360-377.
  • Vanderbrook, C. M. (2006). Intellectually gifted females and their perspectives of lived experience in the AP and IB programs. Journal of Secondary Gifted Education, 17(3), 133-148.
  • Wheatley, M. J. (2007). Finding our way: Leadership for an uncertain time San Francisco, CA: BarrettKohler Publishers.
  • Wigfield, A., and Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar

George W. Moore

Julie P. Combs

John Slate

Yayımlanma Tarihi 22 Ekim 2012
Yayımlandığı Sayı Yıl 2012Cilt: 3 Sayı: 3

Kaynak Göster

APA Moore, G. W., Combs, J. P., & Slate, J. (2012). Advanced Placement Exams Participation and Performance: A National Study of Gender Differences. E-Uluslararası Eğitim Araştırmaları Dergisi, 3(3), 18-32.
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