Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Leaving Boys Behind: Gender Disparities in High Academic Achievement

Leaving Boys Behind: Gender Disparities in High Academic Achievement abstract: Using data from the “Monitoring the Future” surveys, this paper shows that from the 1980s to the 2000s, the mode of girls’ high school GPA distribution has shifted from “B” to “A,” essentially “leaving boys behind” as the mode of boys’ GPA distribution stayed at “B.” In a reweighted Oaxaca-Blinder decomposition of achievement at each GPA level, we find that changes to gender differences in post-secondary expectations, in particular expectations for attending graduate or professional school, are the most important factors accounting for this trend after controlling for school ability and they occur as early as the eighth grade. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Human Resources University of Wisconsin Press

Leaving Boys Behind: Gender Disparities in High Academic Achievement

Fortin, Nicole M.
Journal of Human Resources , Volume 50 (3) – Aug 9, 2015
Download PDF
31 pages

Loading next page...
 
/lp/university-of-wisconsin-press/leaving-boys-behind-gender-disparities-in-high-academic-achievement-U4w7sKmcQS

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
University of Wisconsin Press
Copyright
©by the Board of Regents of the University of Wisconsin System
ISSN
1548-8004
Publisher site
See Article on Publisher Site

Abstract

abstract: Using data from the “Monitoring the Future” surveys, this paper shows that from the 1980s to the 2000s, the mode of girls’ high school GPA distribution has shifted from “B” to “A,” essentially “leaving boys behind” as the mode of boys’ GPA distribution stayed at “B.” In a reweighted Oaxaca-Blinder decomposition of achievement at each GPA level, we find that changes to gender differences in post-secondary expectations, in particular expectations for attending graduate or professional school, are the most important factors accounting for this trend after controlling for school ability and they occur as early as the eighth grade.

Journal

Journal of Human Resources – University of Wisconsin Press

Published: Aug 9, 2015

There are no references for this article.