Munoz Chereau, B;
(2018)
Gender Gap and School Differential Effects in Mathematics in Chilean Primary Schools.
Presented at: International Conference for School Effectiveness and Improvement, Singapore.
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Abstract
Despite the systematic recognition of large gender gaps against girls in mathematics performance in Chile, the role of schools in explaining this gap has been comparatively unexplored. This paper analyses a longitudinal dataset to explore within and between school variation of Chilean primary schools in promoting attainment and progress of girls and boys. In order to reflect the hierarchical nature of the educational data, Multilevel modelling is used, with 163,044 students, nested within 3,355 schools, within 310 Municipalities to fit Raw, Contextualised Attainment and Value-Added models. The results indicate a small but significant gender differential school effect in progress in Chilean primary schools. Moreover, differences in effectiveness played a significant role, as girls over performed boys in less effective schools, but the opposite was true in more effective schools. Finally, the study concludes that the Chilean gender gap needs to be addressed within, but mainly beyond schools.
Type: | Conference item (Presentation) |
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Title: | Gender Gap and School Differential Effects in Mathematics in Chilean Primary Schools |
Event: | International Conference for School Effectiveness and Improvement |
Location: | Singapore |
Dates: | 08 January 2018 - 12 January 2018 |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://www.icsei.net/index.php?id=1869 |
Language: | English |
Keywords: | gender gaps, differential effects, multi-level modelling, Chilean school system, differentail gender effects |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
URI: | https://discovery.ucl.ac.uk/id/eprint/10043500 |




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