Gender Differences In Language

CT mastery tests: improvement and inequality

Test scores in Connecticut statewide show that elementary and middle school students are by and large performing better this year than last.  This improvement is continuing a trend of positive progress in recent years of testing.  However, the state's 2011 mastery test results also continue to demonstrate a clear discrepancy between the performance of students from the suburbs and those in the state's cities.

The standardized tests were given in CT in March to approximately 250,000 public school students in grades 3 through 8. The tests measure skills and knowledge in mathematics, reading and writing.  In fifth and eighth grades the tests also include a science portion.  A student who scores at the "proficient" level is making adequate progress; a child who scores at the higher "goal" level has achieved the state's target for performance.

Acting Education Commissioner George Coleman said he was encouraged by the progress.  But, he also said that ",the disparity in student performance here in Connecticut has been an unrelenting problem.”  Coleman added that educators need to reconsider how to engage low-performing students through more "culturally relevant" curriculum and programs.

The mastery test results are vitally important to public schools in CT.  Under the federal No Child Left Behind guidelines, a school that slips below proficiency levels for a number of years might be sanctioned.  Tests scores also contribute to a city or town's reputation and property values.

The scores this year show that students in urban areas, including Hartford, have largely improved since 2006 and in many situations have also made modest gains since last year.  Still, some urban schools' scores remained flat since last year or even reflected a small loss.  Whether up or down, the students in the cities remain far behind their suburban peers in overall performance.

In New Britain, one of the state's "priority" school districts, only 22.8 percent of third-graders reached state goals in reading, up slightly from the previous year's 20.5 percent.  Sharon Locke, district coordinator for testing, said she was still scrutinizing the data but was happy about the jump of about 7 percentage points for third-graders achieving proficiency on their reading test.  "That's a good indicator that our strategies for reading in our early grades have been paying off," Locke said.

In Bridgeport, another priority district, Cynthia Fernandes, executive director for learning and teaching, said the test scores this year "are kind of flat, but they didn't go down.”  The percentage of Bridgeport eighth-graders who scored at a proficient level or better this year was slightly down for math (60.7 percent) and up a bit for reading (58.4 percent) and writing (55.2 percent.

Behavioral Gender Differences in Language Learning

The ability to communicate is closely tied to behavior, which is why so many tantrums can be averted by a baby’s ability to sign what they need or want. The jump start that girls take in language learning isn’t just a verbal one.

There are many other facets of development that differentiate our girls from our boys. Learning to optimize these differences can be highly beneficial for both parent and child.

How a child behaves while engaged in learning will impact the speed, quality and results of their intellectual, linguistic and emotional development.

Listening:

As a newborn, our son was much more interested in Daddy’s voice than Mommy’s. So, I wasn’t surprised to learn that boys hear lower pitched (men’s) voices easier than they hear higher pitched (women’s) voices. Girls are good listeners and more perceptive to tone; you may notice they listen to ‘how’ you say a command before they decide whether to follow it.

Sitting Still:

With more brain area devoted to verbal functioning, girls are better at sensory memory, the complexities of reading and writing and will even achieve the art of “sitting still” sooner than most boys. Meanwhile, our little boys want to move! They are more likely to move objects through the air and take more risks.

While BSL flashcards may have been great for your daughter, your son may not sit still long enough to go through very many. Try combining with activities babies enjoy – a bath time or dinner time flash card game works well. Let us know how it goes!

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