This dissertation research project was designed to examine the differences in mathematical performance among elementary school children across genders. Student letter grades, California Achievement Test (CAT) mathematics scores, and high school mathematics placement test results were targeted for systematic study. In addition, parent and student surveys were crafted to examine student and parent perceptions about mathematics.; Fourteen research questions were addressed within the context of the study. Two hundred and eighty-four students and 171 parents participated in the study. The comparisons made between the ranked CAT, high school placement examination, and the students' letter grades included third, fifth, seventh, and eighth grade data. The independent variables targeted for study included grade levels and genders. The dependent measures include CAT scores, letter grades, and high school placement test scores.; Based on a review of the literature, significant differences across genders were expected in mathematics performance levels and perceptions of math. However, these differences were not documented in this dissertation research study. In fact, female participants in the study tended to fare better than males in those instances in which differences were noted. Females were more likely to get A's in math and to plan on taking four years of math in high-school. More females than males reported that they liked math and both males and females tended to view females as being better at math.; Taken altogether, the results of this study indicate that there appears to be some progress made toward achieving gender equity in mathematics education. For this sample of students, females did not seem to be at a disadvantage with respect to their mathematics elementary letter grades, CAT test scores, high school mathematics placements, or their perceptions of themselves as learners of mathematics. Overall, it appears that considerable progress has been made in the treatment of females in elementary school mathematics classes. The messages that teachers, parents, and society give girls regarding mathematics appears to have improved considerably during the past decade.
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