| Title: |
Gender Test Score Gaps under Equal Behavioral Engagement |
| Language: |
English |
| Authors: |
Pyne, Jaymes (ORCID 0000-0003-2570-5384) |
| Source: |
Educational Researcher. Aug-Sep 2020 49(6):459-464. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Early Childhood Education; Kindergarten; Primary Education |
| Descriptors: |
Gender Differences; Scores; Student Behavior; Learner Engagement; Achievement Gap; Reading Tests; Mathematics Tests; Grade 5; Elementary School Students; Kindergarten; Academic Achievement |
| DOI: |
10.3102/0013189X20930203 |
| ISSN: |
0013-189X |
| Abstract: |
Girls tend to do better than boys academically, in part because they are more engaged in school. What if they weren't? Using nationally representative data, I examine how equal starting points and trajectories of behavioral engagement in elementary school could change gender test score gaps. I find that equal engagement patterns could entirely reverse girls' average leads over boys in fifth-grade reading test score achievement and could more than triple the average math test score gender gap currently favoring boys. These findings call into question narratives about favoritism towards girls in schools, instead highlighting educational advantages boys may enjoy despite being typically far less engaged in school than girls. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1265855 |
| Database: |
ERIC |