Global Gender Gap in Math Achievement Widens Post-Pandemic, International Study Reveals

Introduction

Recent global data on math achievement has unveiled a troubling pattern: girls are falling further behind boys, reversing years of progress toward gender equity. A new international report, released last week, highlights that in 2023, fourth-grade boys outperformed their female peers in the majority of schools, widening the gender gap that existed before the pandemic. Among eighth-graders, the disparity has grown even more sharply since 2019, erasing more than a decade of gains in math equality. These findings come from the Trends in International Mathematics and Science Study (TIMSS), a quadrennial global assessment conducted by the International Association for the Evaluation of Educational Achievement (IEA) in collaboration with UNESCO.

Key Findings from the International Assessment

The TIMSS results, the first to measure student performance after the onset of COVID-19, paint a concerning picture. For the first time in years, the gap between boys and girls in math has not only reappeared but also expanded.

Fourth-Grade Performance Decline

Among fourth-grade students, 85 percent of countries and territories showed a gender gap favoring boys among top performers. Meanwhile, the share of regions where girls struggle to reach basic math proficiency is on the rise, with most of these regions having a higher proportion of struggling girls. This suggests that the pandemic may have disproportionately affected girls' foundational math skills.

Eighth-Grade Setbacks

For eighth-graders, the situation is equally troubling. The rate of boys outperforming girls has increased exponentially since 2019. In over half of the countries surveyed, there is an advanced math achievement gap that favors eighth-grade boys, and no country reports a gap favoring girls. The underperformance gap is shrinking overall, but the proportion of countries where girls have a higher failure rate has spiked, indicating that while some regions are improving, others are worsening for girls.

Expert Analysis: Pandemic Exacerbates Inequities

Matthias Eck, a program specialist at UNESCO's Section of Education for Inclusion and Gender Equality and one of the report's authors, expressed concern. Previous data had shown girls catching up with boys in math, but the latest results reveal a reversal. Eck notes a correlation between longer school closures and greater learning loss in math, with variations across countries. He hypothesizes that pandemic disruptions may have deepened existing disparities, reducing learning opportunities for girls. “The fact that girls were out of school and not in the learning environment could have impacted their confidence,” he says, though he cautions that this remains a hypothesis. This trend mirrors findings from the U.S. Nation's Report Card released last year, suggesting a global pattern.

Global Patterns and Concerns

The report highlights several alarming signals beyond the average scores. The advanced achievement gap at both grade levels consistently favors boys, while the underperformance divide sees a growing number of girls failing to meet basic benchmarks. Researchers are cautious in their interpretation, but the data strongly suggests that the pandemic has set back years of progress in math equity for girls worldwide.

Advanced Achievement Gaps

At the fourth-grade level, 85 percent of countries saw an advanced math achievement gap skewed toward boys. For eighth-graders, slightly over half of countries have such a gap favoring boys, and none favor girls. This indicates that even among the highest achievers, girls are underrepresented.

The Underperformance Divide

While the gender gap in underperformance among eighth-graders is shrinking, the proportion of countries where girls have a higher failure rate has increased dramatically. This nuanced trend suggests that progress in some regions is offset by setbacks in others, leaving girls overall more vulnerable to falling behind.

A Call for Continued Vigilance

The report underscores the need for targeted interventions to support girls' math education, especially in the wake of pandemic disruptions. As Eck notes, the data serves as a warning that gains in gender equity are fragile and can be easily reversed. Policymakers and educators must prioritize equitable learning environments to ensure that all students, regardless of gender, can achieve their full potential in mathematics.