Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2028: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Young men earned fewer grade points than young women in all racial/ethnic groups, with group differences ranging from 3.2 to 4.5 points, and the difference across groups was not 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
Observational analysis of CPS administrative records for 29,229 first-time ninth-graders in algebra and geometry across 2016-17 and 2017-18. The report states "the difference between young women and young men in each racial/ethnic group ranged from a low of 3.2 among AAPI students, to a high of 4.5 among Latine students."
"Young men earned fewer points than young women in all racial/ethnic groups; the difference between young women and young men in each racial/ethnic group ranged from a low of 3.2 among AAPI students, to a high of 4.5 among Latine students."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
- Race and Ethnicity — moderator: an instructional effect differs by group
Related Claims¶
- Gender differences in assessment points earned remained small but statistically significant after controlling for math course type and level — related
- Prior achievement, attendance, and suspensions do not explain the gender difference in ninth-grade math grades — related
- 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 — related
- Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related
- Validity evidence for the IRLA is disaggregated across grade, program, and race/ethnicity — related
- Bachelor's DAI varies sharply by race/ethnicity and gender: Black and Latino young men are projected at 10 and 13 percent versus a 19 percent district average — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
gender-grade-gap-similar-across-race-ethnicity-ninth-grade-math |
title |
Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group |
description |
Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
recheck_by |
2028 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — easton-2023 |
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