A new study has revealed a significant shift in maths performance among students in England, with boys now surpassing girls for the first time in 20 years.
The research, conducted by University College London (UCL) and published by the Department for Education, highlights a widening gender gap that was almost non-existent just four years ago. The findings indicate that in 2023, boys outperformed girls in maths by 26 points, compared to a two-point difference in 2019.
A similar trend has emerged in science, where boys in Year 9 now lead by 14 points. The report suggests that factors such as confidence, sense of belonging, and absenteeism may be contributing to the shift.
A Widening Gap in Maths and Science Performance
According to UCL researchers, as reported by The Independent, boys and girls in England achieved near-identical results in maths and science between 2003 and 2019. However, by 2023, boys had taken a clear lead, with the 26-point gap in maths representing the most substantial disparity among all participating countries in the study.
This trend extends beyond England, with similar patterns observed in the US, Canada, and Australia.
The research, which analysed data from over 12,000 schools across 59 countries, also found that boys in Year 9 now significantly outperform girls in science. In contrast, no significant difference was observed in Year 5 science results.
The shift is particularly notable given that Year 9 boys and girls had reached parity in science performance as recently as 2011.
Dr Jennie Golding from UCL’s faculty of education and society stated that while the reasons behind this emerging gender gap remain uncertain, confidence levels and attitudes towards maths and science appear to be influencing results.
The study found that boys were more likely than girls to express confidence in their maths abilities and a desire to pursue further studies or careers involving mathematics.
Social and Economic Factors
The report also sheds light on the role of socioeconomic factors in student achievement. According to UCL researchers, pupils who were or had been eligible for free school meals tended to perform worse in maths than their peers. Additionally, students with greater access to books at home generally achieved higher scores.
International comparisons placed England above the global average in maths and science performance. However, countries such as Taiwan, Hong Kong, Japan, South Korea, and Singapore have consistently ranked higher over time.
In response to the findings, Schools Minister Catherine McKinnell acknowledged the persistent educational inequalities within the system. She emphasised the government’s commitment to promoting STEM subjects among girls and addressing disparities through curriculum reforms aimed at ensuring equal opportunities for all students.
