Global data on math achievement is revealing a dismaying trend: Girls are doing worse than boys — and the margins are huge.

In 2023, fourth-grade boys outperformed their female peers in a vast majority of schools, growing the gender gap that existed prior to the pandemic, according to an international study released last week.

Among eighth-graders, the rate of boys scoring higher than girls increased exponentially since 2019, rolling back gains in math equity that had been shaping up for more than a decade. Matthias Eck, a program specialist for UNESCO’s Section of Education for Inclusion and Gender Equality, tells EdSurge that prior data showed girls were catching up with boys in math achievement.

“But in the latest data, we see that the gap is widening again between girls and boys, and that's at the detriment of girls, which is quite concerning,” he says.

This international trend echoes what U.S. analysts saw when data from the Nation’s Report Card was released last year.

The latest analysis is based on data from the Trends in International Mathematics and Science Study (TIMSS), a global study published every four years that measures math and science achievement among fourth- and eighth-grade students. The International Association for the Evaluation of Educational Achievement performed the analysis in partnership with UNESCO.

Losing Math Gains for Girls: Widening Achievement Gaps

The new data is part of the first set of TIMSS results that measure student performance following the onset of the pandemic. The analysis shows that among top performers in fourth grade, 85 percent of counties’ results skewed toward boys. Slightly over half of the countries and territories from which data was collected have an advanced math achievement gap that favors eighth-grade boys, while none are lopsided toward girls in either grade.

Eck, one of the report’s authors, argues the data shows a correlation between longer school closures and higher rates of learning loss in math, with some variation among countries and territories. “One of the hypotheses is really that those disruptions during the pandemic may have exacerbated existing disparities and have reduced learning opportunities for girls, and potentially those that were at risk of low achievement have been more affected,” Eck says. “The fact that girls were out of school and were not in the learning environment, it could have impacted their confidence, but that's just the hypothesis.”

Read the full article about global math gains for girls by Nadia Tamez-Robledo at EdSurge.