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The Link between Gender Gaps in School Enrollment and School Achievement.

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Title: The Link between Gender Gaps in School Enrollment and School Achievement.
Authors: Steinmann, Isa, Rutkowski, Leslie
Source: Comparative Education Review. Aug2023, Vol. 67 Issue 3, p584-612. 29p. 7 Charts, 5 Graphs.
Subject Terms: *Gender inequality, *School enrollment, *Academic achievement, *Secondary schools, *Education
Abstract: Gender gaps in school enrollment and achievement are usually investigated as separate facets of gender inequality in education. This study suggests that they might be linked by design. If boys and girls differ in their school enrollment rates, the student population will be gender biased. Since out-of-school adolescents tend to be less advantaged than in-school ones, school-based large-scale assessments effectively compare a more fully represented group of one gender with a less represented and more advantaged group of the other one. This should shift student gender achievement gaps so that they favor the latter group. In country-level regression models using data from all PISA cycles, we indeed found evidence of a small, negative association between gender gaps in secondary school enrollment and gender gaps in student achievement. This finding is robust across different achievement domains and specifications. We discuss the study's limitations and implications for applied research with PISA data. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The Link between Gender Gaps in School Enrollment and School Achievement.
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  Data: <searchLink fieldCode="AR" term="%22Steinmann%2C+Isa%22">Steinmann, Isa</searchLink><br /><searchLink fieldCode="AR" term="%22Rutkowski%2C+Leslie%22">Rutkowski, Leslie</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Comparative+Education+Review%22">Comparative Education Review</searchLink>. Aug2023, Vol. 67 Issue 3, p584-612. 29p. 7 Charts, 5 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br />*<searchLink fieldCode="DE" term="%22School+enrollment%22">School enrollment</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: Gender gaps in school enrollment and achievement are usually investigated as separate facets of gender inequality in education. This study suggests that they might be linked by design. If boys and girls differ in their school enrollment rates, the student population will be gender biased. Since out-of-school adolescents tend to be less advantaged than in-school ones, school-based large-scale assessments effectively compare a more fully represented group of one gender with a less represented and more advantaged group of the other one. This should shift student gender achievement gaps so that they favor the latter group. In country-level regression models using data from all PISA cycles, we indeed found evidence of a small, negative association between gender gaps in secondary school enrollment and gender gaps in student achievement. This finding is robust across different achievement domains and specifications. We discuss the study's limitations and implications for applied research with PISA data. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/725395
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        Text: English
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      – SubjectFull: Gender inequality
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      – SubjectFull: School enrollment
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      – SubjectFull: Academic achievement
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      – SubjectFull: Secondary schools
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      – SubjectFull: Education
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              Text: Aug2023
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