SEX DIFFERENCES IN THE ACADEMIC PERFORMANCE OF SCHOLASTIC APTITUDE TEST TAKERS

Abstract

ABSTRACT The number of women college students has increased dramatically over the past fifteen years; in this same time period, the average College Board Scholastic Aptitude Test (SAT) scores for women have declined more than the scores for men. This study summarizes recent evidence concerning the academic performance of women and men by examining sex differences among (1) all SAT takers, (2) test takers grouped by anticipated major field of study, and (3) college freshman year courses and grades. Three major research questions guided this study: Are there consistent differences in the intellectual abilities of men and women? Do precollege admissions variables predict college performance with equal accuracy for women and men? Have the contents or structure of the SAT contributed to observed sex differences in performance on the test? Though the men and women who take the SAT differ in high school courses and grade point average, major field and career interests, and socioeconomic backgrounds, neither these differences nor research evidence on differential cognitive functioning were found sufficient to account for all of the observed sex differences in performance on the SAT. Some but not all of the male‐female differences in scores on the mathematics portion of the SAT were accounted for by differences in the depth and recency of course preparation. The observed‐first‐year college grades of women were slightly underpredicted by test scores and high school grades, but the magnitude of the underprediction was very small. While specific changes in the contents or structure of the SAT could not be associated with score changes, it seems likely that numerous small adjustments have played some part in recent shifts among the average test scores of women and men. Consistent with recent literature on sex differences in cognitive performance, this study concludes that sex‐related SAT differences are very small relative to the generally similar levels of performance by men and women, and that using both test scores and high school records to predict first‐year college grades continues to work reasonably well for both sexes.