Educational Policies and the Gender Gap in Test Scores: A Cross-Country Analysis

Autor/inn/en	Hermann, Zoltán; Kopasz, Marianna
Titel	Educational Policies and the Gender Gap in Test Scores: A Cross-Country Analysis
Quelle	In: Research Papers in Education, 36 (2021) 4, S.461-482 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermann, Zoltán) ORCID (Kopasz, Marianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1678065
Schlagwörter	Educational Policy; Gender Differences; Achievement Gap; Scores; Comparative Education; Science Achievement; Mathematics Achievement; Reading Achievement; Achievement Tests; Secondary School Students; Foreign Countries; International Assessment; Grade Repetition; Individual Instruction; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Geschlechterkonflikt; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Individuelles Lernen
Abstract	Girls tend to outperform boys in reading tests, while they usually lag behind boys in mathematics. However, the size of the gender gap varies to a great extent between countries. While the existing literature explains these differences as being mainly due to cultural factors, this paper explores whether this cross-country variation is related to educational policies like tracking, grade retention, and individualised teaching practices. The gender test score gap is analysed in mathematics, reading and science using the PISA 2012 dataset. Multilevel models are used in the estimation. The results suggest that the extent of the gender gap is indeed associated with certain characteristics of the various education systems. First, applying a difference-in-differences estimation method, it was found that early tracking has a direct effect on the gender gap in test scores, in favour of girls. Second, suggestive evidence shows that more student-oriented teaching practices also benefit girls relative to boys, both between and within countries, and within schools. Finally, grade retention is correlated with the gender gap, though there is further evidence suggesting that this correlation is very unlikely to represent a causal effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01