Abstract

In this investigation, the degree to which boys and girls differed in their social studies skills in Texas was addressed.  Data were obtained from the Texas Education Agency Public Education Information Management System for all Texas high school students for the 2004-2005 to the 2011-2012 school years.  Inferential statistical analyses revealed the presence of statistically significant differences in social studies skills between boys and girls.  Girls had statistically lower average raw scores in all five social studies skills objectives than boys.  Implications for policy and for practice were made, along with recommendations for future research.

Keywords

• gender • TAKS • social studies • social studies skills