Young women outperformed young men in every grading category family in unweighted points, with the largest gap in assignments and smallest in assessments; weighting reversed this ordering¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? In unweighted points the gender difference was largest in assignments (6.13) and smallest in assessments (3.47); after weights were applied, assessments showed the largest difference (4.06) and assignments near zero (0.11), with a total weighted difference of 4.11 points. → Easton 2023 q2 i? With weights applied, the total weighted gender difference was 4.11 points (77.98 vs. 73.87), approximating the 0.33 grade-point gap. → Easton 2023 (2)

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

Descriptive Gradebook analysis of unweighted points for 29,229 students: assignments 80.93 vs. 74.8, behavior 87.64 vs. 82.9, assessments 75.04 vs. 71.57. The report states the assignments difference "was almost twice the gender difference in assessments."

"The gender difference in assignments (largest difference) was almost twice the gender difference in assessments (smallest difference; see Figure 6. )"

Easton 2023 (2)¶

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 · r3

Weighted-points analysis of the same Gradebook data: assessments 4.06 (42.87 vs. 38.81), behavior 0.18, assignments 0.11. The report notes "young women's grades were 4.11 (77.98 vs. 73.87) higher in total weighted points."

"Figure 7 shows that, on average, young women's grades were 4.11 (77.98 vs. 73.87) higher in total weighted points on a 100-point scale."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — the general claim this finding bears on, with the studies behind it
• Higher weights on assessments shrank, but did not eliminate, the gender difference in final grades, because young women were more often in classes weighting assessments heavily — related
• Differential course placement gave young men and women different grading category weights, with young women more often in honors and geometry — related
• Gender differences in assessment points earned remained small but statistically significant after controlling for math course type and level — related
• Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group — related
• Prior achievement, attendance, and suspensions do not explain the gender difference in ninth-grade math grades — related
• Women score lower than men in high-stakes final exams across advanced undergraduate STEM courses, with mean differences of 2.5 to ~7 points on a 100-point scale
• A gender gap of ~9 points appears even on a low-stakes diagnostic assessment, contradicting prior findings that the gap disappears in low-stakes assessments — related
• In CPS ninth-grade math sections using mastery-based or weekly grading, those categories determined nearly all of the final grade; otherwise assessments carried the highest weight, with a median of 60 percent exceeding the CPS/CTU 50 percent recommendation — related
• Practice points from active-learning exercises did not inflate final grades; exam points remained the primary determinant of course grade — related