Student self-reports of effort, social well-being, and math instruction do not explain the gender grade difference¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
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? Adding all survey-based controls reduced the estimated gender difference from 0.273 to 0.236 GPA points, a small but statistically significant reduction that left the gap largely intact. → 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 · r3
Sequential regression models on 28,517 students with 5Essentials Survey measures (academic effort and work, social well-being, math instruction) added incrementally. The report states adding the controls "explain a small portion of the gender difference, but the difference largely remains."
"The basic model, only comparing average differences between genders with no controls estimates a gender difference of 0.273 GPA points. The model with all controls, Model 7 estimates a gender difference of 0.236 GPA points."
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
- Prior achievement, attendance, and suspensions do not explain the gender difference in ninth-grade math grades — related
- Students' survey reports of their school experiences predict later academic and well-being outcomes including attendance, grades, test scores, graduation, college enrollment, and well-being — related
- Student test effort differs substantially across student gender and racial subgroups — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
survey-self-reports-do-not-explain-gender-grade-gap |
title |
Student self-reports of effort, social well-being, and math instruction do not explain the gender grade difference |
description |
Student self-reports of effort, social well-being, and math instruction do not explain the gender grade difference |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — easton-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.