Testimony at a 1987 congressional hearing reported that the Johns Hopkins talent search, which admitted by SAT score, invited over 2,500 boys but 1,081 girls in one summer although equal numbers took the test¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Talent-search programs using SAT scores admit far more boys than girls: Johns Hopkins CTY extended invitations to over 2,500 boys but only 1,081 girls in one summer, although an equal number of boys and girls took the test. → Sex and Race Differences on Standardized Tests: Oversight Hearings before the Subcommittee on Civil and Constitutional Rights of the Committee on the Judiciary 1989

Evidence¶

Sex and Race Differences on Standardized Tests: Oversight Hearings before the Subcommittee on Civil and Constitutional Rights of the Committee on the Judiciary 1989¶

Sex and Race Differences on Standardized Tests: Oversight Hearings before the Subcommittee on Civil and Constitutional Rights of the Committee on the Judiciary, House of Representatives, One Hundredth Congress, First Session. (1989). https://eric.ed.gov/?id=ED312276

q2 · i? · the article prints no effect size for this finding · review · r1

Rosser's written testimony on the Johns Hopkins Center for the Advancement of Academically Talented Youth, which invited 16,876 seventh graders in 19 states to take the SAT. She reports the invitation split and argues girls' lower scores also cost them enrichment programs like the New Jersey Governor's School.

"This summer, invitations to the Johns Hopkins program will be extended to over 2,500 boys but only 1,081 girls.Although an equal number of boys and girls take the test, girl's lower SAT scores keep them from qualifying, for these high-powered summer programs."

Discussion¶

The evidence is one witness's written testimony reporting invitation counts for one programme in one summer, with the witness's argument that girls' lower SAT scores kept them from qualifying for it and for programmes like the New Jersey Governor's School. It does not compare admission routes or show that a different criterion would have admitted more girls.

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Culturally and linguistically diverse students are underrepresented in gifted identification nationwide — the general claim this finding bears on, with the studies behind it

• A narrative review, citing Ford (2003), attributes the underrepresentation of culturally and linguistically diverse students in gifted education to identification measures biased toward another cultural background — the general claim this finding bears on, with the studies behind it

• Traditional gifted identification tests cannot fully determine learning potential and omit classroom-learning components — the general claim this finding bears on, with the studies behind it

• Women admitted to MIT with lower SAT math scores perform as well as men in freshman math classes — related
• PSAT-based National Merit scholarship selection distributes awards disproportionately to boys, with girls receiving 36 percent of scholarships — related
• SAT scores underpredict the academic performance of high school girls, who average lower scores than boys despite higher grades — related
• Testimony at a 1987 congressional hearing reported 1985 SAT averages in which Black women scored 43 points below Black men and 264 points below white men, which the witness called a double penalty for minority females — related