Gender differences in math and english achievement: A longitudinal study

This study investigated gender-related developmental trends in math and English achievement as measured by classroom grades and standardized test scores. The sample consisted of 30 males and 30 females followed from 6th through 12th grade. Previous research suggests that developmental trends in male and female achievement may differ as a function of assessment context. Thus, it was hypothesized that female math and English classroom grades would remain stable over time but that achievement test scores in both subject areas would decline. For males, it was hypothesized that performance in both assessment contexts would remain stable. Results confirmed these hypotheses. Results also suggest that school-related responsibility is related to performance in both assessment contexts for females but not for males. The need to consider personal goals when assessing differences in academic ability and performance capabilities is discussed.