Data from the normative archives of the Self-Description Questionnaire for 8 random samples of 500 students support the gender-invariant model of relations between math, verbal, academic, and general self-concepts. The data also provide good support for the comparison of mean scores over gender and age. (SLD)

Administered the WISC and the WISC-R in a counterbalanced design to 20 Hispanic children. Revealed the WISC-R to be as culturally biased as the WISC and that more Hispanic children may be labeled as mentally deficient. Suggested that verbal IQ reflects the extent of acculturation, while Performance IQ reflects actual ability. (Author)

In an effort to explain gender differences in Scholastic Aptitude Test (SAT) scores, a study tested the effects of changing time limits and directions (standard and non-standard) on performance of academically talented males and females on the math and verbal test sections. Several potentially explanatory patterns were found. (MSE)

A comparison of scores for northern Black students from urban environments and published scores for southern students on the Student Developmental Task Inventory reached significance on several subtasks. (Author)

This study compared the effectiveness of several existing and proposed methods for statistically adjusting college grade point averages (GPAs) for course and departmental differences in grading standards, using first-semester grades from an entire entering class at a large state university (4,351 students), in 1988. Most of the adjusted GPAs…

This report presents Washington Pre-College test norms for the 1973 entering freshman class. Percentile charts for male, female, and total groups are given. A table of the 75th, 50th, and 25th percentile scores over the past four years for the three groups is included. Another table presents means and standard deviations for the grade point…

A study investigated gender differences in standardized college entrance test scores in eight subject areas. Females outscored males in five areas; in two, results were mixed; and in one (mathematics), males outscored females. While females' scores were higher overall, males were better represented at the highest score levels. Implications for…

Similarities and differences prior to, during, and after medical school between 3,451 men and 1,121 women graduates of Jefferson Medical College were investigated. Differences in test scores, competence ratings, specialty choices, and estimated income hold implications for health care manpower management. (SLD)

Reports that no significant difference in reliability appeared between a heterogeneous and a homogeneous form of the same general science matching-item test administered to 316 sixth-grade students but that scores on the heterogeneous form of the test were higher, independent of the examinee's sex or intelligence. (SB)

The decade of the 1970's saw an alarming decline in the Scholastic Aptitude Test (SAT) scores of entering college freshmen, and it was theorized that this might be attributed to a corresponding decline in study attitudes. To test this hypothesis, math and verbal SAT scores, study habits, and attitudes of college freshmen in the classes of 1973 and…

This report presents national estimates of the intellectual development levels of noninstitutionalized children 6-11 years of age in the United States. These estimates were determined by scores on the Vocabulary and Block Design subtest of the WISC obtained in the Health Examination Survey of 1963-65. Findings are shown by age, sex, and grade in…

Whether differences in mean scores among gender and racial/ethnic groups on science performance assessments are comparable to those for traditional tests was studied with 2,000 students in grades five, six, and nine. Overall, results suggest that the type of test has little effect on these differences in scores. (SLD)

Performances of 60 male and 60 female undergraduates on a conventional multiple-choice test were compared with their performances on a test that enabled them to assess the correctness of their own answers. The self-assessment approach reduced the bias seen in differences between male and female scores. (SLD)

Data from a distance education project, Integrated Science 7 (IS7), were used to compare block designs with analysis of covariance (ANCOVA) for their ability to increase statistical power. The IS7 program enables students in grades six through eight to study science via satellite. A sample of 1,802 students from a pilot of the program yielded data…

This study compared end-of-year standardized test scores (CAT) of 204 children in 6 developmentally appropriate and 6 developmentally inappropriate kindergarten classes. Particular attention was given to the effects on test scores of the interaction of classroom type with sex, socioeconomic status, and race. Relationships between children's CAT…