![]() ![]() In a series of studies using data from both the 1998-11 kindergarten cohorts of the nationally representative Early Childhood Longitudinal Study, we found that no average gender gap in math test scores existed when boys and girls entered kindergarten, but a gap of nearly 0.25 standard deviations developed in favor of the boys by around second or third grade.įor comparison purposes, the growth of the black-white math test score gap was virtually identical to the growth in the gender gap. As soon as girls enter school, they are underestimatedįor over a decade now, I have studied gender achievement with my colleague Sarah Lubienski, a professor of math education at Indiana University-Bloomington. In order to improve access and equity across gender lines from kindergarten through the workforce, we need considerably more social-questioning and self-assessment of biases about women’s abilities. In a sense, math and STEM outcomes simply afford insights into a deeper, more systemic problem. I’ll argue that although much of the recent research on gender equity from kindergarten through postgraduate education uses math or STEM parity as a measure of equity, the overall picture related to gender equity is of an education system that devalues young women’s contributions and underestimates young women’s intellectual abilities more broadly. In this post, I’ll explain why I don’t think accountability policy interventions would produce real gender equity in the current system-a system that largely relies on existing state standardized tests of math and English language arts to gauge equity.
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