GENDER DIFFERENCES IN MATHEMATICS AS A FUNCTION OF THE SAXON MATH PROGRAM | Journal of Global Resea

The extent to which variations were evident as a result of Saxon Math instruction was investigated using student performance on the Grade 8 Texas Assessment of Knowledge and Skills (TAKS) Mathematics test. The results were evaluated for boys (n = 998) and girls (n = 998) who took the TAKS Mathematics assessment in 2007 (n = 527), 2008 (n = 478), 2009 (n = 513), and 2010 (n = 478). The fraction of boys and girls that passed the TAKS Mathematics Met Standard showed statistically significant variations, but minor effect sizes. After one, two, and three years of Saxon Math teaching, the percent of non-Saxon Math students who earned Met Standard was statistically considerably lower than the percent of Saxon Math students who achieved Met Standard. In the non-Saxon school year, the percentage of girls who achieved Commended Performance was statistically considerably lower than the percentage of girls who got one, two, or three years of Saxon Math instruction. Saxon Math training had no effect on the boys' Commended Performance level. Implications are presented, as well as ideas for further research.

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