Gender and Student Achievement in English Schools

Machin, Stephen; McNally, Sandra

doi:10.1093/oxrep/gri021

Cited by 98 publications

(71 citation statements)

References 13 publications

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“…Moreover, only a small proportion of them has French as mother tongue or as language used at home (4.0%). Within this target group, there is also an important overrepresentation of boys and concomitant underrepresentation of girls (55.0% vs. 45.0%), which, consistent with national and international research (Canadian Education Statistics Council, 2014;Jacob, 2002;Machin & McNally, 2005), could pose a disadvantage to this group's academic success (Bakhshaei & Henderson, 2016). Furthermore, the families of this group have a strongly disadvantaged socioeconomic profile with a marked overrepresentation in the weakest socioeconomic status category (67.0%), a trend that has been found in other studies to pose a potential disadvantage to school success (Sirin, 2005;White, 1982).…”

Section: Discussionsupporting

confidence: 79%

“…With regard to gender, several studies in different societies have shown that within the total population, girls display better academic results than boys, regardless of social class (Canadian Education Statistics Council, 2014;Conseil supérieur de l'éducation, 1999;Jacob, 2002;Machin & McNally, 2005). Similarly, in several immigrant-receiving societies, gender appears to be a significant force in shaping school success among the total population of immigrant-origin students (once again with female students surpassing their male counterparts), as well as within different ethnic groups of such students (Garnett, 2008;Mc Andrew, Ledent, Sweet, & Garnett, 2009;Suárez-Orozco & Qin-Hilliard, 2004).…”

Section: Factors Influencing Educational Achievement Among Immigrant-mentioning

confidence: 99%

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Language of Instruction and Ethnic Disparities in School Success

Bakhshaei

Georgiou

Andrew

2017

mje

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In Quebec’s French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in school performance between these two groups. Firstly, we examine their performance through three indicators: school delay, graduation, and dropout rates. Secondly, we contrast their profile through nine characteristics. Finally, we discuss the influence of each group’s characteristics on graduation. The results reveal that the difference in performance is largely due to the characteristics of the French-sector students. The English-sector students’ success is not significantly related to having English as mother tongue or as language spoken at home.Au Québec, dans les écoles secondaires de langue française, les jeunes d’origine sud-asiatique ont le taux de décrochage le plus élevé parmi les élèves issus de l’immigration, alors que dans le secteur anglais, leurs compatriotes ont un profil académique plus positif que les élèves de troisième génération et plus. En utilisant des données quantitatives, cet article vise à comprendre la différence de performance scolaire entre ces deux groupes. Tout d’abord, nous examinons la performance à travers trois indicateurs : le retard scolaire, l’obtention du diplôme et le taux de décrochage. Nous comparons ensuite le profil de chaque groupe selon neuf caractéristiques. Enfin, nous discutons de l’influence des caractéristiques de chaque groupe sur l’obtention du diplôme. Selon les résultats, la différence de performance est due en grande partie aux caractéristiques des élèves du secteur français. La réussite des élèves au secteur anglais n’a pas été significativement liée au fait d’avoir l’anglais comme langue maternelle ou comme langue d’usage à la maison

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Section: Discussionsupporting

confidence: 79%

Section: Factors Influencing Educational Achievement Among Immigrant-mentioning

confidence: 99%

Language of Instruction and Ethnic Disparities in School Success

Bakhshaei

Georgiou

Andrew

2017

mje

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“…This pattern is described in Dolton et al (1999) and been examined in detail by Burgess et al (2005), Machin and McNally (2005) and Andrews et al (2006). The essential detail is that the gap between girls and boys (in favour of girls) has always been present in English and is now getting wider and that girls have improved in Maths and are now outperforming boys (see Machin and McNally (2005) for details).…”

Section: The Literaturementioning

confidence: 56%

Pupil-Teacher Gender Interaction Effects on Scholastic Outcomes in England and the Usa

Ammermüller

Dolton

2006

SSRN Journal

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp06060.pdf Nontechnical summaryThe difference between girls and boys academic performance is a major issue on both sides of the Atlantic. The consequences of gender differences in achievement have made the cover story of Newsweek in the form of 'The Boy Crisis' and in the UK there is much consternation each summer when the results of the annual school GCSE exams are published. These figures show how girls are significantly outperforming boys and they are regularly dissected in the media.To date, the work on this topic has taken an introspective form by examining subjective evaluations of pupils by their teachers or,-at best -nationally determined tests. The objective of this paper is to study the differences in girls and boys achievement using data from different countries which is directly comparable and not subject to the norms and processes of that country's own examination system. One factor which has received increasing attention is the possibility of gender interaction effects, i.e. if boys perform better when taught by male teachers and girls perform better when taught by female teachers. This paper investigates the presence of such 'pupil-teacher gender interactions' on scholastic performance. In this paper we explore this phenomenon at grade 4 and grade 8 in Reading, Maths and Science using TIMSS and PIRLS data for England and the United States.We find some positive joint pupil-teacher gender interaction effects in the teaching of Maths in England but not the USA in the most recent data for 2003. This would suggest that, all other factors controlled for, there will be a slight advantage to teaching Maths to boys with male teachers and to girls with female teachers in England. An important finding is that there is no gender interaction effect between girls and boys at grade 4 (age 9). This is despite a significant raw difference between girls and boys in Maths and Science in the USA. This suggests that the differences we find between boys and girls and the presence of the gender interaction effect operate at an older age. Perhaps one of the most important implications of these findings is that in order to facilitate any advantage of gender interaction effects we need more male teachers. In both the UK and the US around 75% of teachers are female. Hence it makes sense -if gender interaction effects are present -to recruit more male teachers. Pupil-Teacher Gender Inter...

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“…Therefore, understanding gender differences in academic achievement has become an important educational policy issue in Albania. Recently, researchers have sought to identify not only biological and socio-psychological reasons, but also school characteristics with links to gender gaps in reading achievement (see Arnold, 1992;Grey, Peng, Steward, & Thomas, 2004;Legewie & DiPrete, 2012;Machin & McNally, 2005). Studies thus far have not shown a consistent link between school characteristics and gender achievement gaps.…”

Section: Introductionmentioning

confidence: 99%

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

Shera¹

2014

IES

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The purpose of this paper is to examine the characteristics of Albanian secondary schools, which are associated with reading achievement and the effects of gender and socio-economic status on reading performance of 15-year-old students. This study used data on the background and achievement of 4,596 students in 181 Albanian schools from the 2009 Programme for International Student Assessment (PISA). Given the nested structure of the data, two-level Hierarchical Linear Modeling (HLM) methods were used to address multilevel research questions. About a third of the total variance in reading performance lies between schools, indicating that school characteristics are important in predicting student achievement. The results clearly reveal the significant relationships of socio-economic status (SES) and gender with student achievement, even after controlling for family structure (two parent families versus others), learning strategies use, and reading engagement. There is also a substantial variability among schools on gender difference in student performance and the effect of SES on student performance. The results from the between-school model suggest that school type, school SES and classroom environment are significant predictors of school performance. Moreover, gender gap in reading performance is associated with school sector (public/private), school location (urban/rural), and average reading engagement; and SES effect on student performance is associated with school type (general/vocational), school location and average reading engagement. The characteristics of schools that make them excellent and more equitable are summarized.

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Gender and Student Achievement in English Schools

Cited by 98 publications

References 13 publications

Language of Instruction and Ethnic Disparities in School Success

Language of Instruction and Ethnic Disparities in School Success

Pupil-Teacher Gender Interaction Effects on Scholastic Outcomes in England and the Usa

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

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