Gender differences in assessment points earned remained small but statistically significant after controlling for math course type and level¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Controlling for course type and level, the assessments model estimated a gender difference of 0.0216 standard deviations in favor of young women, small but statistically significant. → Easton 2023

Evidence¶

Easton 2023¶

Easton, J.Q. & Diaz, B. (2023). Lasting differences: Math grades and gender. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/lasting-differences

q2 · i? · associational · r2

Regression models with a male indicator controlling for algebra/geometry and honors/regular enrollment on 29,229 students; these were points-only models, so teachers' grading-category weights (which varied across classes) were not applied or held constant. The report states "young women's math grades were still higher by a small but statistically significant amount" even comparing similar students.

"the assessments model estimated the size of the difference to be 0.0216 standard deviations in favor of young women, with a 95% confidence interval of +/-0.002, indicating that even comparing very similar students, young women's math grades were still higher by a small but statistically significant amount."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

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