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dc.titleWhere the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement
dc.contributor.authorSchady, Norbert
dc.contributor.authorCarneiro, Pedro
dc.contributor.authorCruz-Aguayo, Yyannu
dc.contributor.orgunitSocial Sector
dc.coverageEcuador
dc.date.available2017-05-16T00:00:00
dc.date.issue2017-04-28T00:00:00
dc.description.abstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children.
dc.format.extent61
dc.identifier.doihttp://dx.doi.org/10.18235/0000700
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Where-the-Girls-Are-Not-Households-Teachers-and-the-Gender-Gap-in-Early-Math-Achievement.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectGender Gap
dc.subjectEducational Evaluation
dc.subjectEarly Childhood Education
dc.subjectGender and Education
dc.subjectTeaching of Mathematics
dc.subjectEducational Attainment
dc.subjectChild Development
dc.subject.keywordschildren;early math achievement;girls;gender gap;math achievement
idb.identifier.pubnumberWorking Papers
idb.operationRG-K1324
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