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ERIC Number: EJ921698
Record Type: Journal
Publication Date: 2011-Apr
Pages: 35
Abstractor: As Provided
ISSN: ISSN-0002-8312
The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings
Robinson, Joseph Paul; Lubienski, Sarah Theule
American Educational Research Journal, v48 n2 p268-302 Apr 2011
Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; however, females throughout the distribution lose ground in elementary school and regain some in middle school. In reading, gaps favoring females generally narrow but widen among low-achieving students. However, teachers consistently rate females higher than males in both subjects, even when cognitive assessments suggest that males have an advantage. Implications for policy and further research are discussed. (Contains 9 notes, 2 tables and 7 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Kindergarten; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R305A080147
IES Cited: ED559979