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Research ArticleArticles

Dynamics of the Gender Gap in High Math Achievement

Glenn Ellison and Ashley Swanson
Published online before print August 05, 2021, 0620-10972R1; DOI: https://doi.org/10.3368/jhr.58.5.0620-10972R1
Glenn Ellison
*Glenn Ellison is a professor of economics at MIT.
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Ashley Swanson
*Ashley Swanson is an assistant professor of economics at Columbia Business School.
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Abstract

We examine dynamics in the gender gap in high school mathematics achievement using competition data. A clear gender gap is present by 9th grade, and the gap widens over time. Gender-related differences in dropout rates and in the mean and variance of year-to-year improvement contribute to the widening of the gender gap. The most important difference is that fewer girls make large enough gains to improve their rankings. We also document a discouragement effect: among students falling just short of qualifying for a prestigious second-stage exam, some drop out of future years, and this reaction may be stronger among girls.

JEL Codes:
  • I20
  • J16
Keywords:
  • gender gap
  • mathematics education
  • AMC
  • American Mathematics Competition
  • educational mobility

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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Dynamics of the Gender Gap in High Math Achievement
Glenn Ellison, Ashley Swanson
Journal of Human Resources Aug 2021, 0620-10972R1; DOI: 10.3368/jhr.58.5.0620-10972R1

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Dynamics of the Gender Gap in High Math Achievement
Glenn Ellison, Ashley Swanson
Journal of Human Resources Aug 2021, 0620-10972R1; DOI: 10.3368/jhr.58.5.0620-10972R1
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Keywords

  • I20
  • J16
  • gender gap
  • mathematics education
  • AMC
  • American Mathematics Competition
  • educational mobility
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