The Gender Similarities Hypothesis: Insights From A Multilevel Analysis of High-Stakes Examination Results in Mathematics

Abstract The current study involved multilevel analysis of high-stakes examination results (i.e., GCSE) in Northern Ireland to investigate gender differentials mathematical achievement, whereas most previous research the area used from low-stakes tests PISA, TIMSS). supported similarities hypothesis with respect both overall and content domain-specific attainment. Similar conclusions were drawn as have been reported studies into using data assessments respective jurisdiction. This suggests that previously expressed concerns literature about viability derived accurately assess achievement may be unfounded. Furthermore, context for permitted an investigation effects school type (grammar versus non-grammar) on has received scant attention literature. School was not found effect applicability achievement. findings are likely prove useful researchers policymakers who interested equity issues mathematics.