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This paper, presented at the 2001 Physics Education Research Conference, is a preliminary report of data from a study on the grade distribution between males and females in a traditionally structured introductory physics course for biological science majors at the University of California. In the traditional course there was a persistent and stable pattern of letter-grade distributions in which males received a disproportionate share of high grades and females received a disproportionate share of low grades. This gender disparity has been significantly reduced for the same population of students in the reformed course.
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