Race and Gender Factors in ACT English and Composite Scores

Abstract

This study utilized quantitative research methods using the Montana Office of Public Instruction’s Growth and Enhancement of Montana Students (GEMS) data set. This quantitative researchis important because it provides insight on the following relationships (1) Is there a statistically significant difference among students from different races on their mean 11th grade ACT English scores?; (2) Is there an interaction between gender and race on students’ mean 11thgrade ACT English scores?; and (3) Is there a statistically significant difference among American Indian students mean ACT composite score from their Junior to their Senior year.