nd science achievement. Since these findings are not consistent across age groups, more information is needed to fully comprehend this relationship. Previous research findings from the NAEP 1996 Mathematics Report Card for the Nation and the States, which includes data about the educational progress in the U.S., showed that fourth-grade males had higher average mathematics achievement scores than fourth-grade females, however scores for eighth- and twelfth-grade males and females were not significantly different. For the Science Report Card, males and females in grades fourth and eighth had similar science achievement scores and males had higher scores than females in the twelfth grade (Manning, 1998). While differences were found between males and females regarding test scores, there was not a consistent relationship between gender and mathematics and science achievement, across age groups. Thus a study is needed to investigate gender differences at the different high school levels.
The rationale for this study's research questions related to mathematics and science opportunities for males and females, is based on the findings which have shown that women in the United States are found less frequently in mathematics and science programs and careers. A longitudinal survey of 320 male and female students showed that issues such as identity were linked to these career choices, with female students responding more to past emotional experiences with these subjects and male students being more driven by internal needs (Lee, 2002). Studies also provide evidence that women are underrepresented in mathematic and scientific disciplines, and that females tend to take fewer science and math courses. Findings show that fewer women are found in science and technological disciplines, to include the lower percentage (30% in 1993) of female doctoral-level scientists and engineers. While these percentages are increasing, there is a trend for w...