July 2013, Vol. 44, Issue 4
BRIEF REPORT: Girls’ and Boys’ Mathematics Achievement, Affect, and Experiences: Findings From ECLS-K
Sarah T. Lubienski, Joseph P. Robinson, Corinna C. Crane, and Colleen M. Ganley
Amid debates about the continued salience of gender in mathematics, this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS-K). Girls’ and boys’ mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Teacher-reported instructional practices shed little light on gender gaps in mathematics performance; however, teachers’ perceptions of girls and boys could play a role.
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