Comparing Reading Achievement Scores of Fifth Grade Female Students in Lutheran Schools to Those in a National Norming Group

Abstract

The purpose of this study was to determine if there was a statistically significant difference between Reading Achievement scores of fifth grade Lutheran school female students compared to national norms. Fifth grade female students (n = 20) from eight New York Lutheran elementary schools who took the Spring 1996 Stanford Achievement Reading Test were the subjects of this study. The scores were collected from eight Lutheran elementary schools and separated by gender. These scores were compared to the national Stanford Achievement Reading scores for fifth grade level. A t test was used to analyze the data. It was determined that there was no statistically significant difference between fifth grade Lutheran female students' scores and the national norming group's scores.