scholarly journals School Quality and the Gender Gap in Educational Achievement

2016 ◽  
Author(s):  
David Autor ◽  
David Figlio ◽  
Krzysztof Karbownik ◽  
Jeffrey Roth ◽  
Melanie Wasserman
Keyword(s):  
Gender Gap ◽  
School Quality ◽  
Educational Achievement

scholarly journals School Quality and the Gender Gap in Educational Achievement

2016 ◽  
Vol 106 (5) ◽  
pp. 289-295 ◽  
Author(s):  
David Autor ◽  
David Figlio ◽  
Krzysztof Karbownik ◽  
Jeffrey Roth ◽  
Melanie Wasserman
Keyword(s):  
Gender Gap ◽  
Educational Outcomes ◽  
Test Scores ◽  
School Quality ◽  
Educational Achievement ◽  
Causal Effect ◽  
Cumulative Exposure ◽  
Administrative Records ◽  
Opposite Sex

Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools--thereby purging family heterogeneity--and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.

scholarly journals Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

2020 ◽  
Vol 93 (3) ◽  
pp. 256-276
Author(s):  
Rob J. Gruijters ◽  
Julia A. Behrman
Keyword(s):  
Socioeconomic Status ◽  
Learning Outcomes ◽  
Social Inequalities ◽  
School Quality ◽  
Educational Achievement ◽  
Family Background ◽  
Well Being ◽  
African Countries ◽  
Unequal Distribution ◽  
Family Socioeconomic Status

Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement

2008 ◽  
Vol 52 (3) ◽  
pp. 301-317 ◽  
Author(s):  
Sheree J. Gibb ◽  
David M. Fergusson ◽  
L. John Horwood
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
New Zealand ◽  
School Choice ◽  
Birth Cohort ◽  
Gender Gap ◽  
Educational Achievement ◽  
Tertiary Education ◽  
Single Sex ◽  
Health And Development

This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.

scholarly journals School Context and the Gender Gap in Educational Achievement

2012 ◽  
Vol 77 (3) ◽  
pp. 463-485 ◽  
Author(s):  
Joscha Legewie ◽  
Thomas A. DiPrete
Keyword(s):  
Gender Gap ◽  
Educational Achievement ◽  
School Context

scholarly journals Gender differences in educational outcomes and the effect of family background: A comparative perspective from East Asia

2020 ◽  
Vol 6 (2) ◽  
pp. 315-335
Author(s):  
Hideo Akabayashi ◽  
Kayo Nozaki ◽  
Shiho Yukawa ◽  
Wangyang Li
Keyword(s):  
Gender Gap ◽  
Test Scores ◽  
Educational Achievement ◽  
Family Background ◽  
Economic Status ◽  
Specific Effect ◽  
Cognitive Outcome ◽  
Longitudinal Surveys ◽  
The Usa ◽  
Rich Information

There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.

scholarly journals Can Short Psychological Interventions Affect Educational Performance? Revisiting the Effect of Self-Affirmation Interventions

2020 ◽  
Vol 31 (7) ◽  
pp. 865-872 ◽  
Author(s):  
Marta Serra-Garcia ◽  
Karsten T. Hansen ◽  
Uri Gneezy
Keyword(s):  
Gender Gap ◽  
Significant Interaction ◽  
Educational Achievement ◽  
Original Data ◽  
Interaction Effects ◽  
Small Sample ◽  
Psychological Interventions ◽  
Negative Effect ◽  
Critical Problems ◽  
And Gender

Large amounts of resources are spent annually to improve educational achievement and to close the gender gap in sciences with typically very modest effects. In 2010, a 15-min self-affirmation intervention showed a dramatic reduction in this gender gap. We reanalyzed the original data and found several critical problems. First, the self-affirmation hypothesis stated that women’s performance would improve. However, the data showed no improvement for women. There was an interaction effect between self-affirmation and gender caused by a negative effect on men’s performance. Second, the findings were based on covariate-adjusted interaction effects, which imply that self-affirmation reduced the gender gap only for the small sample of men and women who did not differ in the covariates. Third, specification-curve analyses with more than 1,500 possible specifications showed that less than one quarter yielded significant interaction effects and less than 3% showed significant improvements among women.

scholarly journals The Other Gap: Examining Low-income Emiratis’ Educational Achievement

2018 ◽  
Author(s):  
Elizabeth Buckner
Keyword(s):  
United Arab Emirates ◽  
Gender Gap ◽  
Low Income ◽  
Educational Achievement ◽  
Female Gender ◽  
Low Income Students ◽  
The Public ◽  
Working Paper ◽  
Family Wealth ◽  
Home And School

This working paper examines how low-income Emiratis are doing in secondary schools in the United Arab Emirates (UAE). Using PISA 2015 data on Emiratis’ performance to assess academic performance in math, science, and reading, it disaggregates students’ performance by key student and school characteristics, including: family wealth, gender, school sector, and emirate. It finds strong evidence that low-income Emiratis are performing much worse than their middle and upper-income peers, and the gap between the top and bottom wealth quintiles is as large or larger than the gap between girls and boys. It argues that despite the significant attention paid to the male-female gender gap, this “other gap” – the wealth gap – also deserves attention. The findings also indicate that other student characteristics also shape performance: low-income boys are performing worse than low-income girls and private schools in general are serving low-income students better. However, there are also important differences in performance across emirates, with the Northern Emirates serving low-income students in the public sector better than Dubai, where low-income students seem to benefit more from being in the private sector. The second half of the paper examines low-income Emiratis’ home and school environments, and finds that low-income students are often uncomfortable in school and the recipients of negative attention from teachers and peers. The paper argues that low-income Emiratis are not being served well by the existing school system and policies must address the distinct needs of low-income Emiratis.

UNEQUAL RETURNS TO CHILDREN’S EFFORTS

2019 ◽  
Vol 16 (2) ◽  
pp. 417-438
Author(s):  
Calvin Rashaud Zimmermann ◽  
Grace Kao
Keyword(s):  
Gender Gap ◽  
Social Stratification ◽  
Educational Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Black Girls ◽  
Noncognitive Skills ◽  
Teachers Perceptions ◽  
Race Ethnicity ◽  
And Gender

AbstractResearch demonstrates the importance of noncognitive skills for educational achievement and attainment. Scholars argue that gender differences in noncognitive skills contribute to the gender gap in education. However, the intersection of student race/ethnicity and gender remains underexplored. Studies that examine how noncognitive skills affect gender or racial disparities in teachers’ perceptions of academic skills often assume that children’s noncognitive skills have the same benefit for all children. This is questionable given that research suggests that racial biases affect teachers’ perceptions of children’s noncognitive skills. Using national data, our paper examines how first-grade teachers’ ratings of approaches to learning affect their ratings of children’s academic skills. We also test if teachers’ ratings of children’s noncognitive skills have similar benefits across racial/ethnic and gender categories. We use two unidimensional approaches and an intersectional approach to gauge whether an intersectional approach gives us additional leverage that the unidimensional approaches obscure. The two unidimensional approaches reveal important results that suggest that children are differentially penalized by race/ethnicity or gender. Our race/ethnicity findings suggest that, in comparison to White children with identical noncognitive skills and test scores, teachers penalize Black children in math and advantage Asian children in literacy. Findings from our gender analyses suggest that teachers penalize girls in both math and literacy. Our intersectional findings indicate that an intersectional approach gives us additional leverage obscured by both unidimensional approaches. First, we find that Black girls and Black boys are differentially penalized in math. Secondly, for teachers’ ratings of literacy, our results suggest that teachers penalize Asian girls but not Asian boys in comparison to White boys. We discuss the implications of our study for understanding the complex relationship between noncognitive skills and social stratification.

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