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- Q6787380 subject Q8407569.
- Q6787380 abstract "The math–verbal achievement gap is a phenomenon first observed by Richard Rothstein in a brief 2002 article written in The New York Times. This achievement gap reveals a growing disparity in the United States between the rising national average on the math portions of the college entry SAT and ACT exams, as opposed to the flat-lining verbal portions on the same tests.".
- Q6787380 thumbnail U.S._Distribution_of_SAT_math_and_verbal_scores_1972-2008.jpg?width=300.
- Q6787380 wikiPageExternalLink www.nctm.org.
- Q6787380 wikiPageWikiLink Q1247560.
- Q6787380 wikiPageWikiLink Q130192.
- Q6787380 wikiPageWikiLink Q16972373.
- Q6787380 wikiPageWikiLink Q27231.
- Q6787380 wikiPageWikiLink Q27293.
- Q6787380 wikiPageWikiLink Q288826.
- Q6787380 wikiPageWikiLink Q304878.
- Q6787380 wikiPageWikiLink Q334113.
- Q6787380 wikiPageWikiLink Q379676.
- Q6787380 wikiPageWikiLink Q4673675.
- Q6787380 wikiPageWikiLink Q5313720.
- Q6787380 wikiPageWikiLink Q771405.
- Q6787380 wikiPageWikiLink Q8407569.
- Q6787380 wikiPageWikiLink Q9684.
- Q6787380 comment "The math–verbal achievement gap is a phenomenon first observed by Richard Rothstein in a brief 2002 article written in The New York Times. This achievement gap reveals a growing disparity in the United States between the rising national average on the math portions of the college entry SAT and ACT exams, as opposed to the flat-lining verbal portions on the same tests.".
- Q6787380 label "Math–verbal achievement gap".
- Q6787380 depiction U.S._Distribution_of_SAT_math_and_verbal_scores_1972-2008.jpg.