Gender and Achievement

Professor Becky Francis and

Professor Christine SkeltonDSCF 8th April 2008

Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007.

Percentage of pupils at Level 4 or above

Boys Girls

2005 2006 2007 2005 2006 2007

English Test 74 75 76 84 85 85

Mathematics Test

76 77 78 75 75 76

Science Test 86 86 87 87 87 88

Percentage of pupils at Level 5 or above

Boys Girls

2005 2006 2007 2005 2006 2007

English Test 21 26 28 33 39 39

Mathematics Test 33 36 35 28 31 30

Science Test 48 45 46 46 46 46

GCSE attempts and achievements1 in selected subjects of pupils at the end of Key Stage 42 in schools (percentages)Years : 2006/073 (Provisional)Coverage : England

Achieved grades A*-C

Boys Girls Total

Any Subject 75 83 78

English 53 68 60

Mathematics 53 56 55

Any Science 50 52 51

Gender-gap in literacy

Boys Girls Gap

KS1 Writing 75% 86% 11%

KS2 English 76% 85% 9%

KS3 English 68% 81% 13%

GCSE English 53% 68% 15%

DCSF Gateway: Statistics for 2007

Gender, literacy and FSM at Key Stage 2 Girls – non FSM 88% Boys - non FSM 80%

Girls – FSM 69% Boys - FSM 56%

Statistics for 2007

Gender Gap: KS2 English2007

Boys%

Girls%

Non FSM –Gap%

White British 80 88 8

Pakistani 70 79 9

Black African 74 84 10

FSM - Gap

White British 55 68 13

Pakistani 60 72 12

Black African 58 67 9

English language pass rates – GCE/GCSE grades A-C

Girls Boys

1976 65 56

2006 69 55

‘Recommended’ Strategies used to address the gender gap

• Single-sex classes • Girls as an organisational/pedagogic resource • Increasing numbers of male teachers/mentors.• ‘Boy-friendly’ materials • Concept of / teaching to ‘gendered learning

styles’ • Excellent teaching practices

What does work?

It is in schools where gender constructions

are less accentuated that boys tend to do

better – and strategies that work to reduce

constructions of gender difference that are

most effective in facilitating boys’

achievement.

Strategies to help deconstruct gender constructions in school

• A whole-school approach: tackling stereotypical constructions of masculinity

and femininity expectations of high achievement for both girls

and boys • Instigating classroom discussion and thinking

about gender constructions, their manifestations, and implications

• Using a wide variety of approaches to literacy – inclusing using literacy as a vehicle for deconstructing stereotypes

Recommendations for practice

• Re-education: practitioner reflection/INSET to halt practice that exacerbates gender difference

• Application of strategies to encourage children to reflect on and deconstruct gender positions

Recommendations for policy

• Increased focus on gender in ITE• DCSF messages are clear and consistent• DCSF direct resources at the creation and

evaluation ofa) training packages for teachers b) curriculum materialsthat build on the ‘what works’ ideas presented.