Journal Article

Gender and Student Achievement in English Schools

Stephen Machin and Sandra McNally

in Oxford Review of Economic Policy

Published on behalf of The Oxford Review of Economic Policy Ltd

Volume 21, issue 3, pages 357-372
Published in print January 2005 | ISSN: 0266-903X
Published online January 2005 | e-ISSN: 1460-2121 | DOI: http://dx.doi.org/10.1093/oxrep/gri021
Gender and Student Achievement in English Schools

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  • Economic Development and Growth
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The widening gap between the average educational achievement of boys and girls has been the subject of much discussion. This gap is especially controversial for students taking national exams at the end of their compulsory education. However, the gender gap is also apparent at earlier and at later stages of education. In this paper, we analyse changes over time in the gender achievement gap at the different stages of compulsory education in English schools. We first use a combination of data sources to paint a picture of how gender gaps have evolved over time and in what context they are most marked. Then we consider possible explanations for the observed gender gaps. We look at the relevance of school inputs, teaching practice, and the examination system for explaining the gender gap. We also discuss the potential influence of wider social and economic changes as reflected, for example, in the much higher education levels of mothers relative to those of previous generations. Analysis of this issue is important in the context of research on the gender wage gap. However, it is also raises policy-relevant issues in relation to whether changes in the school system can effect a change in the gender gap in educational achievement.

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Subjects: Economic Development and Growth ; Public Economics ; Political Economy ; Public Policy

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