Introduction

Teachers have known for many years that girls often do better than boys at school. In the past, girls always needed a higher mark than boys in the 11+ to get into Grammar School. According to Geoff Hannan, an expert in the field, there is still a big gap today. The average boy starting secondary school is:

• 11 months behind the average girl in speaking and listening skills
• 12 months behind in literacy
• 6 months behind in numeracy.

By the KS3 Tests in Year 9, girls are frequently over a year ahead in English. 10% more girls consistently score the higher GCSE grades (A* to C). In 2000, girls outperformed boys at A Level for the first time in the exam's 49-year history.

So, what is the reason for the gender 'gap' and what is being done to close it?

The facts: exams and subjects

The current exam system also seems to favour girls, because they are often more conscientious. Modular exams and coursework work well for girls. The boys' 'cram-it-all-in-at-the-last-minute' approach is of no help when assessment happens throughout the year.

Of course, there are differences between subjects. English is generally seen as having the largest gap between boys and girls. According to research cited by Ivan Lewis MP, Parliamentary Under Secretary of State for Skills and Vocational Education, girls achieve up to 17% higher scores in this subject

The gap is smaller in other subjects. Girls get on average 10% higher scores in history, geography, design and technology and modern languages.

In the 2004 GCSEs in English, 58.4% of girls gained grades A* - C, compared with 48.4% of boys. Even in traditional 'male' subjects, girls outperformed the boys. For example, 50.1% of girls gained the top marks in maths, compared to 49.7% of boys. In double science the figures are 52.4% of girls to 51.1% of boys.

Interestingly, researchers at the University of Cardiff found that at the lowest levels, achievement of boys and girls is the same; it is at the highest levels that there are the biggest gaps.

Based on an article by Lorna Smith

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