GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE, NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS

Caroline Scheiber · Matthew R. Reynolds · Daniel B. Hajovsky · Alan S. Kaufman

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Education, Achievement, and Giftedness Reading and Literacy Development Writing and Handwriting Education

Abstract

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form , norming sample ( N = 1,574). Path analytic models with gender, parent education, age, age 2 , and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.

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