Boys do better at state exams The analysis of Polish national representative sample of teenagers Grazyna Wieczorkowska-Wierzbinska Malgorzata Siarkiewicz.

Slides:

Advertisements

Similar presentations

V. S. Sobkin Social Differentiation and Access to Quality Education.

Advertisements

Comparison of Half- and Full-Day Kindergarten on Kindergarten Achievement Jack B. Monpas-Huber, Ph.D. Director of Assessment and Student Information.

Forms of Hypotheses Research Working Directional Null.

Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010.

CHAPTER 6: The Standard Deviation as a Ruler & The Normal Model

INFERENTIAL STATISTICS. Descriptive statistics is used simply to describe what's going on in the data. Inferential statistics helps us reach conclusions.

1 Performance of English Language Learners on the 2008 Grades 3-8 ELA Tests David Abrams Assistant Commissioner for Standards, Assessment, and Reporting.

The Differential Trajectories of High School Dropouts and Graduates By: Gregory P. Hickman, Ph.D. Mitchell Bartholomew Jennifer Mathwig Randy Heinrich,

PACT Tests Administration Guide. What is the PACT Test? Palmetto Achievement Challenge Test Standards-based accountability For curriculum and teaching.

Correlation Research Examines relationships between two or more variables.

Multnomah County Student Achievement Presented to the Leaders Roundtable November 25, 2008 Source: Oregon Department of Education, Dr. Patrick.

V v Do Older Parents have More Self-Regulated Children? Kevin G. Harper, Megan M. McClelland, Ph.D. Oregon State University COLLEGE OF PUBLIC HEALTH AND.

Analysis of Clustered and Longitudinal Data

Sex Differences in Math Test Performance What Do They Mean? Caitilyn Allen Professor of Plant Pathology and Women’s Studies U. Wisconsin-Madison.

The Oak Tree Analogy. For the past year, these gardeners have been tending to their oak trees trying to maximize the height of the trees. Explaining the.

IMPORTANT TERMS u RSCH 7100 u Educational Research.

Outline of research activities – Poland Maciej Piotrowski Barcelona, January 2007.

M.Greenaway. Analysing Data.

EDUCATION IN POLAND The inspection of teaching standards in Polish schools comes directly under the Ministry of Education and is represented by.

Average National Arabic Scale Scores for Grade 1 By Gender MalesFemales Grade Level Scale Score 550.

29 th January, 2015 (SATS) Standard Attainment Tests.

The Impact of Including Predictors and Using Various Hierarchical Linear Models on Evaluating School Effectiveness in Mathematics Nicole Traxel & Cindy.

2013 CMT RESULTS (Connecticut Mastery Tests) Riverside School, Greenwich, CT.

SIMCE TIC 2011 Initial Results Center for Education and Technology - ENLACES.

Simple Linear Regression One reason for assessing correlation is to identify a variable that could be used to predict another variable If that is your.

Understanding The PLAN. What Do My Scores Mean?  Your scores range between 1 and 32.  The PLAN takes the number of correct responses on each test and.

8 th Grade. Course Descriptions Advanced Core Classes Blue sheet of paper Meant to be challenging, more difficult and faster paced Qualifications 70%

+ Third Party Evaluation – Interim Report Presentation for Early Childhood Advisory Council December 19, 2013.

Housing of Teachers at Eau Claire Memorial and Eau Claire North By: Tommy Stahl.

The influence of learner characteristics on degree and type of participation in a CSCL environment Prinsen F, Volman M, Terwel J. The Influence of Learner.

Sociological Investigation. Question: Is classroom learning or distance learning the best?

Intro: “BASIC” STATS CPSY 501 Advanced stats requires successful completion of a first course in psych stats (a grade of C+ or above) as a prerequisite.

Widening Participation in Higher Education: A Quantitative Analysis Institute of Education Institute for Fiscal Studies Centre for Economic Performance.

Baseline testing in Reporting and Assessment Patrick Moore – Head of Assessment and Reporting.

Entering for KS1 tasks and tests: trial schools Working at Level ~ Reading Task Reading Test Writing Task Spelling Test Maths WL1 taskNoYes L1 task 1 L1.

Test for Significant Differences T- Tests. T- Test T-test – is a statistical test that compares two data sets, and determines if there is a significant.

DRE FLDOE “Value-Added Model” School District of Palm Beach County Performance Accountability.

The Nation’s Report Card Science National Assessment of Educational Progress (NAEP)

Copyright © 2010, SAS Institute Inc. All rights reserved. How Do They Do That? EVAAS and the New Tests October 2013 SAS ® EVAAS ® for K-12.

Quality Jeanne M. Burns, Ph.D. Louisiana Board of Regents Qualitative State Research Team Kristin Gansle Louisiana State University and A&M College Value-Added.

Non-Experimental Design Where are the beakers??. What kind of research is considered the “gold standard” by the Institute of Education Sciences? A.Descriptive.

Variables It is very important in research to see variables, define them, and control or measure them.

1 Psychology 320: Gender Psychology Lecture Education: 1. Do males and females perform similarly in school?

American and British Education. The United States of America Children start school when they are th grade: Elementary school 7-9 th grade: Junior.

Copyright © 2010, SAS Institute Inc. All rights reserved. How Do They Do That? EVAAS and the New Tests October 2013 SAS ® EVAAS ® for K-12.

Achievement Attainment and Progress What evidence will you need?

Representing Data Two-way tables Grade 5 This table shows data on results for 2 modular exams. There are lots of different questions you could be asked…

‘There can be no more important subject than English in the school curriculum. English is a pre-eminent world language; it is at the heart of our culture.

Florida Department of Education’s Florida Department of Education’s Teacher Evaluation System Student Learning Growth.

Participation in Math Class: The Effect on Student Achievement By: Nicolas Millet.

Valkova Inna, PhD, Director of the Center for Educational Assessment and Teaching Methods. Paris, November 2014 The Impact of Pre-school education on the.

Data informing the Herefordshire Closing the Gap pilot January 2013 Key Stage Pilot Cohort – Current Year 4.

The system of education in Poland. POLISH EDUCATION SYSTEM IN NUMBERS: PUPILS AND STUDENTS SCHOOLS TEACHERS.

CLASS OF 2017 Enrollment PHS Graduation Requirements – pg. 3 4 English 3 Math 3 Science 4 Social Studies 1 Physical Education.5 Computer Science.

Information Processing Theory

1 Main achievement outcomes continued.... Performance on mathematics and reading (minor domains) in PISA 2006, including performance by gender Performance.

November 2009 Copyright © 2009 Mississippi Department of Education 1 Mississippi Department of Education Office of Research and Statistics Mississippi.

WPMS Criteria for High School Course Eligibility Tuesday, 3/22/16.

Smoky Hill High School IB Exam Registration May 2017

Smarter Balanced Performance Levels and Scale Scores

What is the difference between the following two questions?

Year 7 Curriculum Evening

Module 8 Statistical Reasoning in Everyday Life

Delaware Department of Education

Embargoed Official 2018 MCAS Results

IFs and Nested IFs =IF(R3<60,”F”,”P”)

Year 7 Curriculum Evening

History of No Child Left Behind (NCLB)

Welcome to P6 Parents’ Briefing

Ministry of Education and Human Resource Development

Presentation transcript:

Boys do better at state exams The analysis of Polish national representative sample of teenagers Grazyna Wieczorkowska-Wierzbinska Malgorzata Siarkiewicz University of Warsaw, Poland Barcelona – January, 26th 2007

Analized sample Polish national representative sample of teenagers N = 1366 –Boys – N1= 634 (46,4%) –Girls – N2 = 732 (53,6%) Age = 15 y 9 m –Minimum – 15 y –Maximum – 18 y 15 m

Goal of a study to explain the variability in educational achievements among teenagers

Some of the Predictors Pupil characteristics (IQ, SEX); Field (language arts vs science); Type of assessment (school grades vs external exams)

Dependent variables Educational achievements: School grade in Polish, School grade in math, Score on the state exam in arts Score on the state exam in science

SCHOOL GRADESEXTERNAL EXAMS ARTS WITHOUT IQ WITH IQ WITHOUT IQ WITH IQ β β β β SEX 0,330,00 0,30,00 0,210 0,02 IQ 0,310,00 0,250,00 GRADE 0,520,00 SCHOOL GRADESEXTERNAL EXAMS SCIENC E WITHOUT IQ WITH IQ WITHOUT IQ WITH IQ β β β β SEX 0,180,00 0,160,00 0,2 -0,110,00 IQ 0,370,00 0,280,00 GRADE 0,590,00

Sex differences (1) SCHOOL GRADES LANGUAGE ARTS & MATH Girls have better schools grades than boys – both at Polish and math STATE EXAM ARTS Girls get better scores on state exam than do boys SCIENCE Girls get the same scores on state exam as boys do

Sex differences (2) STATE EXAMS & SCHOOL GRADES When variability in school grades is taken into account in a model for predicting results on state exams it occurs …. ARTS the differences in scores between boys and girls disappear that is boys on state exam get better scores that it could be expected from their school grades in language arts SCIENCE boys get better scores in state exams in math than girls

IQ differences? IQboysgirlsAll N%N% Much above AV IQ10216,90%9413,10%196 above AV IQ12620,90%1886,20%314 AV IQ28346,90%36250,40%645 below AV IQ9215,30%7410,30%166 All603100%718100%1321

IQ differences?(2) Two main effects: IQ level ([F=117,15 df1=3 df2=1313 p<0,00001] Higher IQ level = higher educational achievements SEX ([F=47,32 df1=1 df2=1313 p<0,00001] Girls – higher educational achievements

IQ differences?(3) Interactions IQ X Assesment [F=5,84 df1=3 df2=1313 p<0,001]); IQ X Field [F=9,29 df1=3 df2=1313 p<0,00001); SEX X Assesment [F=45,85 df1=1 df2=1313 p<0,00001]); SEX X Field [F=107,36 df1=1 df2=1313 p<0,00001])

much above AV IQ -> assessed higher on exams below AV IQ -> assessed higher by teachers

much above AV IQ -> higher educational achivements in science

boys -> higher educational achievements in science girls ->higher educational achievements in arts

boys -> assessed higher on exams

IQ differences(some more)? Interesting?? NO significant interaction between Assessment X Field = same properties of exam in arts as exam in Science as compared to related school grades

IQ differences (some more)? OBVIOUS?? NO significant interaction between IQ and SEX (F=1,84 df1=3 df2=1313 p=0,29) The impact of IQ on educational achievements IS NOT mediated by SEX

We need more analysis, but … we already know… Although IQ predicts the exam scores, a best predictor seem to be teachers’ assessments (school grades) Who benefits from state exams?? –Above Average IQ students They get better results on exams than in the teachers’ assessments –Boys they would have been in much worse situation if they have had been accepted into a high school on the basis on their school grades

Is it so just in Poland?? THANK YOU