High‐Stakes Testing: Barrier to Gifted Girls in Mathematics and Science?

Abstract

The gender gap in scores on the mathematics section of the Scholastic Assessment Test (SAT‐M) is currently approximately 30 points for academically gifted middle school students who take the SAT as part of Talent Search participation. This paper explores possible reasons for the gap, including test bias, variability in scores, the timed nature of the test, and environmental factors. When the SAT‐M is used as the sole criterion for admission, gender differences in scores mean that disparate numbers of boys and girls are identified for high‐level mathematics and science programs. Solutions to the problem are proposed, taking the perspective that the goal of the special programs is to identify and serve students who are likely to benefit from and be successful in such programs.