Investigating the Patterns of Differential Attainment of Boys and Girls at School

By Stephen Gorard, G. Rees, J. Salisbury. 2001

149 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d97ba9932a1ae88a9090ed02025d55421ad45f8b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Stephen Gorard
2. B. See
3. Pirjo Aunio *
4. C. Jackson
5. J. V. Van Luit
6. B. Carrington
7. Stephen Machin
8. S. Mcnally

In Sociology and Political Science

1. B. See
2. C. Jackson
3. Stephen Gorard
4. B. Carrington
5. Stephen Machin
6. S. Mcnally
7. Christine Skelton

Citations in the corpus

• The impact of socio‐economic status on participation and attainment in science (2009, methodology): “The achievement gap used in this paper is calculated as the difference between two sets of point scores or frequencies, divided by their sum (see Gorard et al. 2001).”
• Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1 (2008, background): “At the age of 11, boys beat girls on a test of non‐verbal ability 2 by a similar small margin. In mathematics the average scores are generally the same but the spread of scores for girls is smaller, which means that more boys will be amongst those identified as having special needs and as being gif”
• 'Laddishness' as a Self-worth Protection Strategy (2002, background): “However, the changing shape of this ‘gender gap’ is less clear; whilst some writers argue that the gap between girls’ and boys’ performance levels is increasing (for example, Gillborn & Mirza, 2000) , Gorard et al. (1999, 2001) argue that the gap is decreasing.”
• Gender and Student Achievement in English Schools (2005, background): “1 is single-sex) and modes of assessment.4 There are several papers in the economic literature, most of which deal with gender differences in post-compulsory educational outcomes.5 As noted by Gorard et al. (2001), few studies deal with the evolution of the gender gap over time.”
• The development of early numeracy skills in kindergarten in low-, average- and high-performance groups (2015, background): “…of gender differences in this age group across the samples measured in terms of different mathematical skills (Aubrey and Godfrey, 2003; Aunola et al., 2004; Boardman, 2006; Carr and Jessup, 1997; Demie, 2001; Fennema et al., 1998; Gorard et al., 2001; Jordan et al., 2006; Strand, 1997, 1999).”
• A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, result): “Even though the results for A level are similar across genders many more boys than girls take A level mathematics with an entry gap of around 30% in favour of boys (Gorard et al. 2001).”
• Who Is Eligible for Free School Meals? Characterising Free School Meals as a Measure of Disadvantage in England. (2012, background): “As has been observed before, the attainment gap is much larger at the higher threshold of grade C than at grade G (Gorard et al., 2001) and it also increases at level 2 when English and Maths are included in the threshold requirement.”
• REVISITING A 90-YEAR-OLD DEBATE: THE ADVANTAGES OF THE MEAN DEVIATION (2005, background): “For example, when comparing the number of boys and girls who obtain a particular examination grade, we can subtract the score for boys from that of girls and then divide by the overall score (Gorard et al ., 2001).”