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.