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Decomposing international gender test score differences.

Farzana Munir1, Rudolf Winter-Ebmer2

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Girls show a reading advantage, but a growing math disadvantage. Factors like learning productivity and gender equality influence these PISA score trends, though much remains unexplained.

Keywords:
Gender gapMathematicsPISAReadingTest scores

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Area of Science:

  • Educational Assessment
  • Gender Studies
  • Economics of Education

Background:

  • International assessments like PISA reveal persistent gender disparities in student performance.
  • Understanding the drivers of these differences is crucial for educational equity.
  • Previous research indicates varying gender performance across different academic domains.

Purpose of the Study:

  • To decompose worldwide Programme for International Student Assessment (PISA) mathematics and reading scores by gender.
  • To investigate the factors contributing to gender gaps in academic achievement.
  • To analyze the influence of productive endowments, learning productivity, and national gender equality on these scores.

Main Methods:

  • Statistical decomposition of PISA mathematics and reading scores.
  • Analysis of score distributions across different talent levels.
  • Examination of correlations between gender disparities and national gender equality indices.

Main Results:

  • Girls outperform boys in reading, while boys maintain an advantage in mathematics.
  • Girls' disadvantage in mathematics widens across the talent distribution.
  • Increasing productive endowments and learning productivity partially explain the widening math gap; national gender equality also plays a role.
  • Girls' reading advantage at the upper talent levels is linked to learning productivity, but not at lower levels.

Conclusions:

  • Gender disparities in PISA scores are complex, influenced by multiple factors including learning productivity and societal gender equality.
  • The widening gap in mathematics achievement for girls requires further investigation into unexplained factors.
  • Targeted interventions may be needed to address gender-specific challenges in both reading and mathematics education.