Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2009

Thesis Director

Linda Leal

Thesis Committee Member

Ronan Bernas

Thesis Committee Member

J. Michael Havey

Abstract

Despite criticisms about their inability to assess students' learning accurately, high stakes tests are currently used in the United States to measure student and teacher progress. Because of the need for schools to demonstrate students have achieved or maintained satisfactory progress, schools in Illinois regularly administer the Illinois Standards Achievement Test (ISA T) and Prairie State Achievement Exam (PSAE), despite limitations in the statistical and technical infonnation available for both of these tests. This study examined possible gender differences on the mathematics portion of the ISA T and PSAE by gathering data from one school district in Illinois. Findings indicated that while there were no overall gender differences between boys and girls on the ISAT or the PSAE, there were more male than female students who scored at the lower end of the distribution when data from both tests were combined. Additionally, there was a greater percentage of female than male students who achieved academic success standards with the PSAE. Finally, grade level comparisons showed that students in lower grade levels taking the ISAT were more likely to be successful in meeting or exceeding standards than high school students taking the PSAE. Results from the present study suggest, therefore, that boys and students in high school are at risk for not making satisfactory progress in math achievement as currently measured by high stakes testing. Future research is needed to confinn these findings and to identify possible causes and successful interventions.

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