Gender and Disadvantage in the Evolution of Test Score Gaps

This paper details the evolution of numeracy test score gaps based on gender and socioeconomic status, particularly considering children’s early circumstances. We use the rich dataset: The Longitudinal Study of Australian Children (LSAC) to bring together two strands of literature on gaps between students on a gender and a socioeconomic basis. We establish an interrelationship between socioeconomic gaps, based on early life household income and parental education, and the gender gap in numeracy. We find that between Grades 3 to 9, boys have an advantage in numeracy scores over girls, which widens over time. By Grade 9, poorer female students are doubly disadvantaged compared to richer female students and male students. We confirm that early life circumstances continue to impact student’s achievement into adolescence, demonstrating the importance of early interventions to address gender and socioeconomic gaps.