Gender, Spatial Ability, and High-Stakes Testing


Researchers disagree on the relationships between gender, spatial ability and math achievement. Varied results from studies using different measures and populations fuel the debate. The present study adds to the gender-spatial-math literature by examining this relationship in the context of high-stakes math testing. Results indicate no gender effect on spatial ability or math achievement, and a spatial/math relationship that is eliminated once ELA covariates are introduced.

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