Miller, Ted; Wingate, Kim; Wright, Tim
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
This study examined the possible relationship between student age and student gender on academic achievement on a state mandated assessment for a cohort of North Georgia elementary school students in their first, second, and third grade years. Study results indicated that student age had a statistically significant impact on academic achievement for students in their first and third grade years on the mathematics portion of the assessment. Older students within the cohort scored at higher academic levels of achievement on the mathematics assessment than did younger students. Student age did not have an impact on scores for the reading portion of the assessment. Study results also indicated that student gender did not impact achievement scores on either the mathematics or reading portion of the assessment. Implications from the results suggest a need to include gender sensitivity training for teachers, increased mathematics support for younger students, and parent education workshops.
Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.
Academic achievement; Birth date effect (Academic achievement); Sex differences in education
xii, 111 leaves
Voyles, Margaret Jennifer, "Student academic success as related to student age and gender" (2011). Masters Theses and Doctoral Dissertations.
Dept. of Education