NWEA Research Reveals COVID-19 Exacerbated Achievement Gaps Favoring Boys in Math and Science
In a striking new report released by the NWEA, a prominent K-12 assessment and research organization, the impact of pandemic-induced school closures on gender disparities in STEM education has come into sharp focus. The study titled "Boys regain the advantage in middle school STEM skills: Post-COVID trends in gender achievement gaps" unveils troubling trends that suggest that the academic progress made over the previous decade in addressing gender gaps in mathematics and science has been reversed in just a few short years.
The research draws on extensive data, including the Trends in International Mathematics and Science Study (TIMMS), the National Assessment of Educational Progress (NAEP), and NWEA's own MAP Growth assessments, to analyze changes in 8th-grade gender achievement gaps throughout the pandemic. This comprehensive analysis covered approximately two million students across the United States, providing a clear picture of how both high and low-achieving students have fared.
Among the report's most concerning findings is the observation that girls' performance in STEM subjects has dropped significantly compared to that of boys between 2021 and 2024, effectively undoing years of progress towards gender equality in these fields. Notably, while reading scores for girls showed no decline, the same cannot be said for their achievement in mathematics and science.
These alarming patterns extend beyond U.S. borders, as similar trends have been observed in other English-speaking nations like Australia, England, and New Zealand. The widening of gender gaps became particularly pronounced with the return to in-person education post-pandemic, intensifying after 2022. Furthermore, the report indicates a worrying trend in the enrollment of girls in 8th-grade Algebra, a fundamental stepping stone towards higher-level mathematics and future opportunities in STEM fields, which saw a decline in participation rates.
Dr. Megan Kuhfeld, who serves as the Director of Growth Modeling and Data Analytics at NWEA, stressed the urgency of these findings. "Decades of progress in closing the achievement gaps between boys and girls in STEM were essentially wiped out in four years," she states. She emphasizes that understanding the underlying causes of these gaps, and addressing them, is vital to ensuring that the recovery focuses on supporting the most affected groups of students.
One key issue highlighted in the research is the stark decline in girls' enrollment in critical courses such as 8th-grade Algebra. In 2022, enrollment rates dipped for both genders; however, while boys' enrollment rebounded to pre-pandemic levels by 2024, girls remained two percentage points below their earlier participation rates. This trend poses long-term implications for girls' pathways into STEM careers, raising vital questions about how educational systems can better support females in mathematics and science.
The NWEA study underscores that the pandemic did not affect all students equally, indicating a need for educational policy-makers and educators to closely monitor participation in key STEM milestones over extended periods. The report advocates for targeted support to bolster students' academic performance and well-being, while also examining classroom dynamics and instructional practices to create inclusive environments for all students, regardless of gender.
As we look ahead, acknowledging and addressing these discrepancies in achievement is essential for ensuring a fair and equitable educational landscape. The data presented by NWEA highlights the importance of sustained attention to gender participation in STEM education, advocating for strategic interventions that proactively counteract any emerging inequalities in our educational systems. To read the complete findings of the study, the report is available at https://www.nwea.org/research/publication/boys-regain-the-advantage-in-middle-school-stem-skills-post-covid-trends-in-gender-achievement-gaps/.
NWEA, a division of HMH, is dedicated to supporting students and educators across more than 146 countries, with a mission to enhance educational outcomes through insightful research, effective assessment solutions, and targeted advocacy for diverse learning communities. Visit NWEA.org for more information on their ongoing efforts to empower educators and support student learning on a global scale.
The research draws on extensive data, including the Trends in International Mathematics and Science Study (TIMMS), the National Assessment of Educational Progress (NAEP), and NWEA's own MAP Growth assessments, to analyze changes in 8th-grade gender achievement gaps throughout the pandemic. This comprehensive analysis covered approximately two million students across the United States, providing a clear picture of how both high and low-achieving students have fared.
Among the report's most concerning findings is the observation that girls' performance in STEM subjects has dropped significantly compared to that of boys between 2021 and 2024, effectively undoing years of progress towards gender equality in these fields. Notably, while reading scores for girls showed no decline, the same cannot be said for their achievement in mathematics and science.
These alarming patterns extend beyond U.S. borders, as similar trends have been observed in other English-speaking nations like Australia, England, and New Zealand. The widening of gender gaps became particularly pronounced with the return to in-person education post-pandemic, intensifying after 2022. Furthermore, the report indicates a worrying trend in the enrollment of girls in 8th-grade Algebra, a fundamental stepping stone towards higher-level mathematics and future opportunities in STEM fields, which saw a decline in participation rates.
Dr. Megan Kuhfeld, who serves as the Director of Growth Modeling and Data Analytics at NWEA, stressed the urgency of these findings. "Decades of progress in closing the achievement gaps between boys and girls in STEM were essentially wiped out in four years," she states. She emphasizes that understanding the underlying causes of these gaps, and addressing them, is vital to ensuring that the recovery focuses on supporting the most affected groups of students.
One key issue highlighted in the research is the stark decline in girls' enrollment in critical courses such as 8th-grade Algebra. In 2022, enrollment rates dipped for both genders; however, while boys' enrollment rebounded to pre-pandemic levels by 2024, girls remained two percentage points below their earlier participation rates. This trend poses long-term implications for girls' pathways into STEM careers, raising vital questions about how educational systems can better support females in mathematics and science.
The NWEA study underscores that the pandemic did not affect all students equally, indicating a need for educational policy-makers and educators to closely monitor participation in key STEM milestones over extended periods. The report advocates for targeted support to bolster students' academic performance and well-being, while also examining classroom dynamics and instructional practices to create inclusive environments for all students, regardless of gender.
As we look ahead, acknowledging and addressing these discrepancies in achievement is essential for ensuring a fair and equitable educational landscape. The data presented by NWEA highlights the importance of sustained attention to gender participation in STEM education, advocating for strategic interventions that proactively counteract any emerging inequalities in our educational systems. To read the complete findings of the study, the report is available at https://www.nwea.org/research/publication/boys-regain-the-advantage-in-middle-school-stem-skills-post-covid-trends-in-gender-achievement-gaps/.
NWEA, a division of HMH, is dedicated to supporting students and educators across more than 146 countries, with a mission to enhance educational outcomes through insightful research, effective assessment solutions, and targeted advocacy for diverse learning communities. Visit NWEA.org for more information on their ongoing efforts to empower educators and support student learning on a global scale.
Topics Other）
【About Using Articles】
You can freely use the title and article content by linking to the page where the article is posted.
※ Images cannot be used.
【About Links】
Links are free to use.