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Abstract
Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum–based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through eighth-grade students. Participants included 1,626 general and special education students from five schools in a rural southeastern school district. Two-way repeated measures ANOVAs were used to determine significance across genders at each grade level. Statistically significant differences in favor of females were found in Grades 5, 7, and 8. The discussion highlights applied and theoretical implications of these findings.
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