Journal article

Gender Gaps in Early Educational Achievement

J MOSCHION, D Cobb-Clark

Journal of Population Economics | Springer Nature | Published : 2017

Abstract

This paper analyzes the source of the gender gap in third-grade numeracy and reading. We adopt an Oaxaca-Blinder approach and decompose the gender gap in educational achievement into endowment and response components. Our estimation relies on unusually rich panel data from the Longitudinal Survey of Australian Children in which information on child development reported by parents and teachers is linked to each child’s results on a national, standardized achievement test. We find that girls in low- and middle-socio-economic-status (SES) families have an advantage in reading, while boys in high-SES families have an advantage in numeracy. Girls score higher on their third-grade reading tests in..

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Grants

Awarded by Australian Research Council (ARC) Centre of Excellence for Children and Families over the Life Course


Funding Acknowledgements

The authors would like to thank the anonymous referees for helpful comments and suggestions. This paper uses unit record data from Growing Up in Australia: the Longitudinal Study of Australian Children, conducted in partnership between the Australian Government Department of Social Services (DSS), the Australian Institute of Family Studies (AIFS), and the Australian Bureau of Statistics (ABS). This research was supported by the Australian Research Council (ARC) Centre of Excellence for Children and Families over the Life Course (project number CE140100027). The Centre is administered by the Institute for Social Science Research at The University of Queensland, with nodes at The University of Western Australia, The University of Melbourne, and The University of Sydney. The findings and views reported in this paper are those of the authors and should not be attributed to DSS, AIFS, ABS, or ARC.