girls math – A new international analysis finds boys outperform girls in math, with the gap widening after the pandemic.
Girls are losing ground in math, and the signals are showing up early and clearly in an international analysis that tracks achievement patterns.
The study, released through Misryoum, points to a widening gender gap in performance in mathematics after the pandemic period.. In the latest results. boys outperform their female peers in the majority of schools at the fourth-grade level. extending disparities that had existed before COVID-19.. By eighth grade. the share of boys scoring higher than girls has grown compared with earlier years. reversing progress that had been building over more than a decade.
This matters because math learning is not just another subject. When the gap grows, it can shape confidence, opportunity, and subject choices later on.
Misryoum reports that the analysis draws on results from the Trends in International Mathematics and Science Study. which measures math and science achievement for fourth- and eighth-grade students on a recurring cycle.. The newest findings represent the first TIMSS results that reflect student performance after pandemic disruptions.
Among the most worrying patterns highlighted by Misryoum is that regions where boys and girls diverge increasingly show higher counts of students falling behind basic math proficiency. especially for girls in those locations.. The report also notes that while one measure of the eighth-grade gap is shrinking in some places. the number of countries and territories where girls have higher failure rates has risen.
Meanwhile, explanations are still cautious. Misryoum says researchers point to possible links between longer school closures and learning loss in mathematics, including how reduced access to learning environments may affect girls differently, particularly those who were already at risk.
A key theme emerging from Misryoum’s reporting is that the outcomes may be influenced by factors beyond classroom time alone.. Gender stereotypes and students’ confidence in their math abilities can play a role. and expectations from teachers may also contribute. shaping how students are supported.. Misryoum emphasizes that girls and boys have equal potential in mathematics. but learning outcomes can be influenced by how schools and communities respond to gendered beliefs.
In response. Misryoum notes that efforts aimed at improving gender equity in education need to be reassessed for effectiveness. with attention to early learning stages.. The analysis underlines that gaps can appear as early as fourth grade. when students are around nine or ten years old. suggesting that interventions should start early and be targeted.
At the same time, Misryoum stresses there is no single fix. Improvement requires action across national policy, local communities, families, and the classroom culture itself, including challenging stereotypes that narrow what girls believe is possible in math.
Ultimately, Misryoum’s findings are a reminder that progress in educational equity can stall quickly, and that protecting gains requires sustained focus, not just one-time reforms.