Math–Verbal Achievement Gap
978-613-4-36941-1
6134369411
84
2011-02-26
34.00 €
eng
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Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The math–verbal achievement gap is a phenomenon first observed by Richard Rothstein in a brief, 2002 article written in The New York Times. This achievement gap reveals a growing disparity in the United States between the rising national average on the math portions of the college entry exams (SAT, ACT) as opposed to the flat-lining verbal portions on the same tests. Beginning in 1980 the national average on the math portion of the SAT began its slow, but steady ascension over the national average for the verbal portion. It took only one decade for the math average to eclipse the verbal average; it has continued to widen ever since. The difference is sizable and significant. The average SAT test-taker today produces a math score that is 13 points higher than their verbal score. However, this was not always the case. In fact, in the 1970s the relationship was precisely the opposite when national verbal scores routinely trumped the national math average by similar margins.
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