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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

Journal of Human Resources , Volume 50 (3) – Aug 9, 2015

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Publisher
University of Wisconsin Press
Copyright
©by the Board of Regents of the University of Wisconsin System
ISSN
1548-8004
Publisher site
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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 ResourcesUniversity of Wisconsin Press

Published: Aug 9, 2015

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