Distribution of SAT Math Scores of College Students
Wainer, Howard; Steinberg,
Linda S., Sex Differences in Performance on the Mathematics Section of the Scholastic
Aptitude Test: A Bidirectional Validity Study. Harvard
The difference in median SAT Math scores between boys who got As and:
The gap between boys who got Fs and girls who got Fs was almost as big as the gap between boys who got As and boys who got Fs.
A) The women's group's mean score was 30.7% higher
than women nationally while the men's group's was 25.8% higher than men nationally.
This small but important 4.9% difference which suggests that the women's group was not as
representative of women as the men's group was of men.
Editor's Note: A more significant outcome of this
study than the 33 point difference in SAT Math scores of math majors is that 50.4% of the
males score higher than all of the female groups.
With this proof that men who are equally qualified as women are given grades which are two letter grades lower than grades given to women, consider the following feminazi hogwash from Dartmouth, a once fine American university http://www.dartmouth.edu/~chance/course/student_projects/morgen/node1.html
This, from a woman who's been given every opportunity in the world to be able to learn, who was given preferential treatment to get her into these once fine universities, who should now be able to analyze such data with ease, proved beyond the shadow of all doubt that she still can't get off first base. If women do poorly on all these tests, not just the standardized tests but on the classroom tests as well, then HOW can she justify that women are given the preferential treatment in the classroom by teachers who use every trick in the book to raise their grades by two letter grades? It's not proof that girls understand the subject matter just because they "work harder", or "boys don't let girls participate in class discussions", or "girls have better attendance records"--it's just the opposite. These test prove that affirmative action DOES NOT WORK, and nothing less. The inequity that these feminazis are willing to live with is proof enough that they should never, ever have been allowed to vote.
Sex differences in Performance on the mathematics section of the Scholastic Aptitude Test: A bi-directional validity study. Harvard Educational Review, Fall 1992. Howard Wainer and Linda S. Steinberg. This study by Educational Testing Service researchers reviews the literature concerning the difference between men and women on the mathematics SAT tests and reports on their own study. They compare SAT-M scores for men and women with the same grades and also grades for men and women with the same SAT-M scores. They show that women consistently do about thirty points lower on these tests. Since women do as well as men in college this raises questions about the proper use of the SAT-M exams in college admission and competitive scholarship programs. They discuss some possible solutions ranging from giving women extra points to doing nothing. The authors favor continuing to try to understand what is going on.
When using test scores to decide who to admit or who is most likely to succeed, the obvious thing to do is use the same cut off score for everyone, to judge everyone on the same standard. However, sometimes the obviously "fair" choice is not fair.
For example the SAT:M tends to overpredict mens grades in college math courses and underpredict womens grades. When women and men have the same SAT:M score, the women tend to have higher grades in college math courses than do the men, even when the courses are the same (Wainer and Steinberg, 1992). To have the SAT:M be equally successful in predicting women and mens first year college math grades you could use a lower cut off score for women than for men or you could revise the test so that the same score predicts equally well for women and men.
Currently, grades are the predictor variable, how success in high school, college, or graduate school is defined for admissions testing even though at all education levels, women tend to have better grades than men. There may be better ways of defining success than grades but if definitions of success are changed then so must be the tests used to predict that success. In measurement sometimes being unequal means being more accurate and thus more fair.