PS>During my reserch project( a two year study that measured interactive 
PS>variables versus math computation abilities ) I found that the majority 
PS>of chronic behavior problems were boys, the majority of remedial 
PS>students were boys, and the minority of students in the gifted program 
PS>were boys.
I would say that this agrees with my experience as well..
PS>Yet, the project revealed no statisical significance in learning growth
PS>between girls and boys.
How is the "learning growth" being assessed, and may we 
assume that this is not the same as LEVEL of learning?
PS>This data is really weird,
So far I haven't seen anything weird?
PS>especially considering that the literature proved that girls generally 
PS>are two years more mature than boys.
I'm not sure literature can "prove" anything; it can 
certainly STATE something....  I'm missing some pieces I
guess.. From what you've said, I see nothing out of the
ordinary; nothing "weird"... Am I missing some background
somewhere?
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