Get your own Free Home PageIn analyzing the year-end results in reading, a two- tailed t-test was performed with alpha set at the .05 level. It was determined, with the critical t established to be 2.086, that there was a statistically significant difference between the kindergarten and first grade scores. Furthermore, this was found to be significant at the .01 level (see table 1). The letter s indicates the SAT in all tables.
(Table 1 will be added soon.)
The same test was used in comparing the boys' test scores. With the critical t established to be 2.228, a statistically significant difference was found between kindergarten and first grade as well as between second and third grade (see table 2).
(Table 2 will be added soon.)
When group reading scores were analyzed, the only statistically significant difference was found between kindergarten and first grade scores. This difference was significant at the 0.01 level as can be expected in the reading discipline (see table 3).
(Table 3 will be added soon.)
When analyzing the data collected on boys', girls', and the group, all of the critical t values were the same for language and math as those for reading. It should be noted that there is no language section in the kindergarten CAT so all analyses began with the first grade. Levels of significance were found in the girls' scores between the second and third grade and in the boys' scores between the first and second grades and again between the second and third grade (see tables 4, 5, and 6).
(Tables 4, 5 and 6 will be added soon.)
The analysis of math test scores for this group showed two significant differences for girls and two for boys (see tables 7 and 8). Both of these differences were significant at the .01 level. However, not only does a change in level of significance occur, but a change in years is also evident when using group scores (see table 9).
(Tables 7, 8, and 9 will be added soon.)
An analysis of the differences in the basic battery test scores shows three significant differences between girls' scores (see table 10), and no significant differences in the scores achieved by boys (see table 11). When these scores are analyzed together, a significant change is found in two instances (see table 12).
(Tables 10, 11, and 12 will be added soon.)
When an analysis of girls' versus boys' achievement scores was performed, it was found that boys in this study did significantly better than girls in reading and in the basic test battery (see table 13). The null hypothesis that there would be no difference in achievement of boys and girls was therefore rejected.
(Table 13 will be added soon.)
The Pearson Product-Moment Correlation shows a significant correlation between the CAT and SAT in all areas except the fourth grade boys' reading. The girls showed a positive correlation at the .01 level in all areas except fourth grade language. Areas of correlation at the .05 level for the boys were language and the basic battery in the fourth grade. All fifth grade correlations were at the .01 level (see table 14).
(Table 14 will be added soon.)
� 1997, Alvin Birkholz
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