Gender differences in college preparedness: A statewide study

Julie P. Combs, John R. Slate, George W. Moore, Rebecca M. Bustamante, Anthony J. Onwuegbuzie, Stacey L. Edmonson

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in reading, in math, and in both subjects for the 2006-2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic Assessment Test (SAT) and the American College Test (ACT) for the 2005-2006 and 2006-2007 school years. Differences in criterion scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject areas. Of special note is that less than one-third of all students were deemed to be college-ready in both subject areas. Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications of these findings are discussed.

Original languageEnglish
Pages (from-to)441-457
Number of pages17
JournalUrban Review
Issue number5
Publication statusPublished - Dec 2010
Externally publishedYes


  • ACT
  • College readiness
  • Gender differences
  • Math college readiness
  • Reading college readiness
  • SAT

ASJC Scopus subject areas

  • Urban Studies


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