Krysten Crawford recently wrote in "The Stanford Graduate School of Education New Center" about a study that uncovers new findings about gender gaps in math and English academic achievement.
New Stanford education study shows where boys and girls do better in math, English
By Krysten Crawford
The paper’s additional co-authors were: Demetra Kalogrides, a researcher at CEPA; Rosalia Zarate, a GSE doctoral student; and Anne Podolsky, a researcher and policy analyst with the Learning Policy Institute.
A review of test scores from 10,000 school districts finds that gender gaps in math and English vary with community wealth and racial diversity.
When Stanford Professor Sean Reardon and his research team set out to take an unprecedented look at how elementary school girls and boys compare in academic achievement, they expected to find similar stereotype-driven patterns across all 10,000 U.S. school districts: boys consistently outperforming girls in math and girls steadily surpassing boys in reading and writing by a wide margin.
Instead, Reardon and his team of researchers at Stanford Graduate School of Education discovered wide variations in how girls and boys in grades three through eight perform from one district to the next. In some cases, girls did better in both math and reading. In others, boys had the advantage in math and almost matched girls on English-related subjects.
https://ed.stanford.edu/news/new-stanford-education-study-shows-where-boys-and-girls-do-better-math-english