Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
February 17, 2026
Neural Networks and Rules-based Systems used to Find Rational and
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Analyzed in this study were the State of Texas Assessment of Academic Readiness (STAAR) Mathematics and Science raw scores for Grade 5 students to determine the degree to which gender and ethnic/racial (i.e., Asian, Black, Hispanic, and White) differences were present. Four school years (i.e., 2011-2012 through 2014-2015) of statewide data were analyzed. For all tests, statistically significant differences were present by gender and by ethnicity/race. Trivial effect sizes were present between boys and girls for each analysis. However, medium effect sizes were revealed with regard to the raw score differences by ethnicity/race for the four years analyzed. Every year, Asian students had the highest average test score, followed by White, Hispanic, and Black students, respectively. A stair-step achievement gap (Carpenter, Ramirez, & Seven, 2006) was present in each school year analyzed.
John Slate. 2017. \u201cGrade 5 Mathematics and Science Achievement Differences by Student Gender and Ethnicity/Race: A Multiyear, Statewide Study.\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G8): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Analyzed in this study were the State of Texas Assessment of Academic Readiness (STAAR) Mathematics and Science raw scores for Grade 5 students to determine the degree to which gender and ethnic/racial (i.e., Asian, Black, Hispanic, and White) differences were present. Four school years (i.e., 2011-2012 through 2014-2015) of statewide data were analyzed. For all tests, statistically significant differences were present by gender and by ethnicity/race. Trivial effect sizes were present between boys and girls for each analysis. However, medium effect sizes were revealed with regard to the raw score differences by ethnicity/race for the four years analyzed. Every year, Asian students had the highest average test score, followed by White, Hispanic, and Black students, respectively. A stair-step achievement gap (Carpenter, Ramirez, & Seven, 2006) was present in each school year analyzed.
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