Gender Achievement Gaps in U.S. School Districts. CEPA Working Paper No. 18-13

Autor/inn/en	Reardon, Sean F.; Fahle, Erin M.; Kalogrides, Demetra; Podolsky, Anne; Zárate, Rosalía C.
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Gender Achievement Gaps in U.S. School Districts. CEPA Working Paper No. 18-13
Quelle	(2018), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Achievement Gap; Scores; Language Arts; Mathematics; Standardized Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; School Districts; Socioeconomic Influences; Geographic Location; Sex Stereotypes; Parent Background; Educational Attainment; Employment Level; Poverty; Occupations + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Sprachkultur; Mathematik; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School district; Schulbezirk; Sozioökonomischer Faktor; Elternhaus; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Armut; Beruf; Berufsumfeld
Abstract	In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average school district in our sample has no gender achievement gap in math, but a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps. We find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, we find little or no association between the ELA gender gap and either socioeconomic variable, and we explain virtually none of the geographic variation in ELA gaps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01