Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement:

Jamie L. Yarbrough; Laura Cannon; Shawn Bergman; Pamela Kidder-Ashley; Sara McCane-Bowling

doi:10.1177/0734282916649122

Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement:

Jamie L. Yarbrough
, Laura Cannon
, Shawn Bergman
, Pamela Kidder-Ashley
, Sara McCane-Bowling

Appalachian State University

Appalachian State University
University of Tennessee at Chattanooga

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Journal of Psychoeducational Assessment
Volume	35
DOIs	https://doi.org/10.1177/0734282916649122
State	Published - Jan 9 2017

Disciplines

Developmental Psychology
Psychology
Curriculum and Instruction

Access to Document

10.1177/0734282916649122License: Unspecified

Cite this

@article{526c885e1abf4db18814f5b380ebc7be,

title = "Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement:",

author = "Yarbrough, \{Jamie L.\} and Laura Cannon and Shawn Bergman and Pamela Kidder-Ashley and Sara McCane-Bowling",

note = "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.",

year = "2017",

month = jan,

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doi = "10.1177/0734282916649122",

language = "American English",

volume = "35",

journal = "Journal of Psychoeducational Assessment",

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T1 - Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement:

AU - Yarbrough, Jamie L.

AU - Cannon, Laura

AU - Bergman, Shawn

AU - Kidder-Ashley, Pamela

AU - McCane-Bowling, Sara

N1 - 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.

PY - 2017/1/9

Y1 - 2017/1/9

UR - http://journals.sagepub.com/doi/full/10.1177/0734282916649122

U2 - 10.1177/0734282916649122

DO - 10.1177/0734282916649122

M3 - Article

VL - 35

JO - Journal of Psychoeducational Assessment

JF - Journal of Psychoeducational Assessment

ER -