GAP BETWEEN THE EDUCATION OF BOYS AND GIRLS

Gap between the Education Of Boys And Girls

Gap between the Education Of Boys And Girls

Abstract

Inclusion of students at all levels is a challenge. The acceptance of this challenge, however, has been mandated by the No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2006. Co-teaching is one among the service delivery models of inclusion implemented in the general education classroom (Rea & Connell, 2007; Weiss & Lloyd, 2002). This study compared the achievement of general education students in general education classes to the achievement of general education students in co-teach classes to determine if there is a significant difference in the achievement of general education students because of participation in a co-teach classroom instructional arrangement. The population of this quantitative study consisted of secondary general education students from a large suburban school district in Texas conducting science and social studies courses in both co-teach and non-co-teach classrooms. The t-test for the two independent samples was used to determine the statistical difference between the mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science and social studies. An alpha level of .05 was used as the standard of significance on all tests.

Introduction

Male under-representation in higher education (HE) and the associated 'gender gap' in compulsory education attainment has attracted increasing attention from the media and researchers alike over recent years. Although male underachievement is a relatively new focus of research, girls have been consistently outperforming their male counterparts for decades. Such gender disparities in attainment have been replicated in subsequent progression rates to higher education. This report examines IRI and IMI in the 2008-2009 biennium, the two years following the 79th legislative session (FY 2008 and FY 2009). An initial delay occurred in the administration of 2007-08 school year funds, such that funds were available to grantees late in the 2007-2008 school year, after TAKS testing had already occurred. References made to grants for the 2007-06 school year coincide with the grant period beginning May 1, 2008, and ending July 31, 2009, or Cycle 1. Schools were funded for a second cycle during the 2008-07 school year, with a grant date beginning September 1, 2008, and ending July 31, 2009. The same schools were eligible for both cycles of these noncompetitive grants; however, the local education agency (LEA, including districts and open-enrollment charter schools) had the discretion to decide whether to apply for either cycle of funding.

What is it about

The gap of performance between girls and boys is increasing, more often it is found that boys fail and on the other hand girls excel. But using the TAKS scores for the genders came alike.

The focus

The focus of the study is the failure of boys and the increasing gap between the studying performance of girls compared to boys.

Methodology and Data

Intensive Reading Instruction (IRI) and Intensive Mathematics Instruction (IMI) grants are two ...