Relationships Between Gender and Alberta Achievement Test Scores During a Four-Year Period


  • Gregory A. Pope
  • Carolyn Wentzel
  • Brigitta Braden
  • Jordan Anderson



The purpose of this study was to investigate statistical relationships between gender and Alberta Achievement Testing Program scores. Achievement test scores from grades 3, 6, and 9 in all subject areas were investigated during a four-year period. Results showed statistically significant positive correlations between gender and scores in most subject areas. Girls tended to outperform boys in language-based tests (i.e., writing and reading assignments), whereas boys tended to score higher than girls in mathematics and science. Correlation effect sizes were in the small range for the machine-scored components and near the medium size range for the constructed-response components. In general, the results show that small relationships exist between gender and achievement test scores in Alberta.