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
July 2013, Volume 44, Issue 4, Page 634
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.