National trends reveal mixed results with regard to the gender gap in science achievement. In some
instances, such as coursework completed, females perform equal to male peers; however, assessments
geared to measuring mastery of content, such as the National Assessment of Educational Progress, reveal
that differences between males and females in K-12 education surface in elementary school and continue
at the high school level (Ingels & Dalton, 2008). Differences in science achievement at the K-12 level are
attributed in part to fewer females attaining degrees in science, technology, engineering, and mathematics
(STEM) fields (Hazari, Tai, & Saddler, 2007; Madigan, 1997).
The term “science” includes engineering, chemistry, physics, biology, or psychology, among others, or a
composite of any or all areas of scientific knowledge. As the data presented show, the content as well as
the format within a given science achievement test may influence the magnitude of any gender differences
in test scores.
For the purposes of this overview, science achievement is measured by mean scores on nationally
administered standardized assessment tools. Achievement is also measured by the number and level of
science courses students enroll in and the grade point average attained while enrolled in those courses. At
the undergraduate level, science achievement is measured by the number and percentage of science
degrees earned.