Gender and Grade Differences in Latent Ability Variables

Scores in ability tests administered to students in grades 4–9 were simultaneously factor-analyzed within twelve gender by grade groups. Gender and grade differences in means and variances were studied for five latent ability factors according to a hierarchical model and compared with means and variances in the observed scores.
Girls had higher means than boys in a general ability factor (G), in a residual general speed factor (Gs') and in a residual factor of numerical facility (N'). Boys were higher in a residual vocabulary factor (V') and most of all in a residual spatial visualization factor (Vz'). Boys had larger variances than girls in N' and Gs'. In general the differences in means and variances were in the same direction for the closest corresponding observed scores, but some striking discrepancies between latent and observed scores were found. As a rule, the discrepancies were due to the complexity of the tests where one factor could compensate for another.
In the discussion it was pointed out that some of the differences found were likely to have changed between the testing in the late 1950s and the present. Nevertheless the demonstration of the divergence between analyses of latent vs. observed scores remains valid.