Center on Education Policy’s New Research Findings Examine Male-Female Performance Gaps in Reading and Math

A new study from the Center on Education Policy (CEP) that
analyzes state assessment data by gender finds good news for girls but troubling news for boys. According to CEP’s study, the lagging performance by boys in reading is the most pressing gender-gap issue facing our schools. In some states, the percentage of boys performing at proficient in reading is more than 10 percentage points below that of girls. And that trend is consistent at the elementary, middle, and high school levels, the study finds.

The story is different in math, however. At the proficient level, the number of states in which girls outperformed boys was roughly equal to the number of states in which boys outperformed girls. At the advanced level, 4th-grade boys outperformed girls in most states.

The study, State Test Score Trends Through 2007-08: Are There Differences in Achievement Between Boys and Girls?, analyzed trend lines that began in 2002, where available, and ended in 2008. Trend data were included only where at least three years of comparable test data for a particular subject, grade, and achievement level were available. The study includes data for all 50 states and is the fifth in a 2009-10 series of CEP reports on student achievement results.

“Our analysis suggests that the gap between boys and girls in reading is a cause for concern,” said Jack Jennings, CEP’s president and CEO. “Much greater attention must be paid to giving boys the reading skills they need to succeed in early grades and throughout their education.”

Overall in reading, the CEP study finds that many states have made progress in narrowing gaps between male and female students. For example, gaps in elementary school reading have narrowed in 24 states though they have widened in 14 states. The findings in grade 4 reading also find that while both boys and girls have made progress since 2002, more girls than boys reached all three achievement levels—basic, proficient, and advanced—in 2008.