The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys (p <.05). Comparison of the present findings with those of an earlier study suggest that no changes during a 14-year period in the differential predictive validity of the sexes is evident. Implications for counselors and teachers are drawn and discussed.
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HannaG. S.SonnenscheinJ. L.LenkeJ. M. (1983). The contribution of work-sample test items, student-reported past grades, and student-predicted grades in forecasting achievement in first-year algebra. Educational and Psychological Measurement, 43, 243–249
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