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Dynamics of the Gender Gap in High Math Achievement

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  • Glenn Ellison
  • Ashley Swanson

Abstract

We examine dynamics in the gender gap in high school mathematics achievement using competition data. A clear gender gap is present by ninth grade, and the gap widens over time. Gender-related differences in dropout rates and in the mean and variance of year-to-year improvement contribute to the widening of the gender gap. The most important difference is that fewer girls make large enough gains to improve their rankings. We also document a discouragement effect: among students falling just short of qualifying for a prestigious second-stage exam, some drop out of future years, and this reaction may be stronger among girls.

Suggested Citation

  • Glenn Ellison & Ashley Swanson, 2023. "Dynamics of the Gender Gap in High Math Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 58(5), pages 1679-1711.
    • Handle: RePEc:uwp:jhriss:v:58:y:2023:i:5:p:1679-1711
    Note: DOI: https://doi.org/10.3368/jhr.58.5.0620-10972R1
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    References listed on IDEAS

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    1. Glenn Ellison & Ashley Swanson, 2010. "The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions," Journal of Economic Perspectives, American Economic Association, vol. 24(2), pages 109-128, Spring.
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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