An Investigation of the Effects of Gender, Socioeconomic Status, Race and Grades on Standardized Test Scores.

The main objective of this study was to show whether eighth graders' performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included gender, race, socioeconomic status, and previously earned grades in mathematics. Data came from the base year of the National Educational Longitudinal Study of Eight Graders (NELS 88). A random sample of 180 students consisting of 30 Black males, 30 Black females, 30 White males, 30 White females, 30 Hispanic males, and 30 Hispanic females were selected from the data set. Multiple regression analysis was used to analyze the data. Females were no less likely to score well on mathematics standardized tests than were their male counterparts. However, there were differences between racial groups. The effects of socioeconomic status varied among groups but were found to be consistently significant across racial lines. (Contains 26 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Standardized Test Comparisons 1 An Investigation of the Effects of Gender, Socioeconomic Status, Race and Grades on Standardized Test Scores The University of Southern Mississippi Mary Margaret Capraro Department of Curriculum and Instruction Robert M. Capraro Department of Curriculum and Instruction Bettie Barrett Wiggins Department of Educational Administration Paper Presented at the Annual Meeting of the Southwest Educational Research Association (SERA), Dallas, Texas January 28, 2000 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as r eived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Standardized Test Comparisons 2 Abstract The main objective of this study was to show whether eighth graders'performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included gender, race, socioeconomic status, and previously earned grades in mathematics. Data came from the base year of the National Educational Longitudinal Study of Eight Graders (NELS 88). A random sample of 180 students consisting of 30 Black males, 30 Black females, 30 White males, 30 White females, 30 Hispanic males, and 30 Hispanic females were selected from the data set. Multiple regression analysis was used to analyze the data. Females were no less likely to score well on mathematics standardized test scores than were their male counterparts. However, there were differences between racial groups. The effects of socioeconomic status varied among groups but-were-found to be consistently significant-across-racial -lines.The main objective of this study was to show whether eighth graders'performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included gender, race, socioeconomic status, and previously earned grades in mathematics. Data came from the base year of the National Educational Longitudinal Study of Eight Graders (NELS 88). A random sample of 180 students consisting of 30 Black males, 30 Black females, 30 White males, 30 White females, 30 Hispanic males, and 30 Hispanic females were selected from the data set. Multiple regression analysis was used to analyze the data. Females were no less likely to score well on mathematics standardized test scores than were their male counterparts. However, there were differences between racial groups. The effects of socioeconomic status varied among groups but-were-found to be consistently significant-across-racial -lines.