The Relationship of Gender, School Attendance, and Grade Level with ACT English and Composite Test Scores

ID: 55090 Type: Virtual Brief Paper
  1. Shihua Brazill, Montana State University, United States

Abstract: This manuscript utilized quantitative research methods to analyze the Montana Office of Public Instruction’s GEMS (Growth and Enhancement of Montana Students) dataset. This research is important because it helps clarify three important relationships: (1) Is there a statistically significant difference in the average 11th grade English scores between males and females; (2) Does the number of days present at school influence students’ 11th grade ACT composite scores; and (3) Do individual students’ ACT English scores improve from 11th grade to 12th grade.


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