Why Are Girls Losing Ground in Math? Insights from the Latest Global Study

An international study released in late 2023 has revealed a troubling reversal in math achievement: after more than a decade of progress toward gender equity, girls are again falling behind boys—and the gap is widening. Drawing on data from the Trends in International Mathematics and Science Study (TIMSS), the report shows that the pandemic has likely exacerbated existing disparities. Below, we explore key findings and what they mean for students worldwide.

What does the latest TIMSS data reveal about gender gaps in math?

The Trends in International Mathematics and Science Study (TIMSS), published every four years, measures math and science achievement among fourth- and eighth-graders globally. The 2023 results, the first since the onset of the COVID-19 pandemic, show that fourth-grade boys now outperform girls in the vast majority of participating countries and territories. Among eighth-graders, the rate of boys scoring higher than girls has increased exponentially since 2019. This marks a sharp reversal of the narrowing gender gap observed over the previous decade. The analysis, conducted by the International Association for the Evaluation of Educational Achievement in partnership with UNESCO, indicates that the pandemic has undone years of progress toward math equity, with girls bearing the brunt of the setback.

Why Are Girls Losing Ground in Math? Insights from the Latest Global Study — Source: www.edsurge.com

How has the pandemic specifically affected girls' math achievement?

Matthias Eck, a program specialist at UNESCO and one of the report’s authors, highlights a clear correlation between longer school closures and higher rates of learning loss in math, particularly among girls. He hypothesizes that pandemic-related disruptions exacerbated existing disparities, reducing learning opportunities for girls. Girls who were already at risk of low achievement may have been disproportionately affected. Additionally, being out of school may have impacted their confidence in math. The data shows that among top fourth-grade performers, 85 percent of countries skewed toward boys, while no country showed an advantage for girls in either grade at the advanced level. These patterns suggest that the pandemic's unequal impact on girls' education is a key driver of the widening gap.

What specific trends were observed among fourth-grade versus eighth-grade students?

Among fourth-graders, the gender gap in advanced math achievement is particularly stark: 85 percent of countries and territories report results favoring boys, while zero report a girl advantage. The share of regions where girls fail to reach basic math proficiency is also rising, with most such regions having a higher proportion of struggling girls. For eighth-graders, the situation is mixed but still worrisome. While the overall gender gap in underperformance is narrowing, the proportion of countries where girls have a higher failure rate has spiked. Additionally, slightly over half of the countries and territories now have an advanced math achievement gap favoring eighth-grade boys, with none lopsided toward girls. This indicates that the problem persists and deepens as students progress through school.

How do these global trends compare to the U.S. situation?

The international pattern mirrors what U.S. analysts observed when data from the Nation’s Report Card was released last year. In the United States, similar widening of math gender gaps was reported, especially following the pandemic. The TIMSS data thus reinforces that this is not an isolated phenomenon but a global challenge. The U.S. experience aligns with the broader trend: girls are losing ground in math achievement relative to boys, after years of narrowing gaps. This consistency across different education systems suggests that common factors—such as pandemic-related school closures and shifts in learning environments—may be driving the decline, rather than country-specific policies.

What are the possible reasons for the widening gap, according to researchers?

Researchers are cautious but point to several hypotheses. The strongest correlation is between longer school closures during the pandemic and greater math learning loss among girls. Eck notes that disruptions may have reduced learning opportunities and exacerbated existing disparities. Girls at risk of low achievement were likely more affected. Another hypothesis involves confidence: being out of the learning environment may have eroded girls' self-belief in their math abilities. However, Eck emphasizes these are still hypotheses. The report does not claim causation but highlights concerning patterns that demand further investigation. Other potential factors include differences in access to technology, parental support during remote learning, and societal expectations that may have placed greater domestic responsibilities on girls during lockdowns.

What does the data show about underperformance and basic proficiency gaps?

The report identifies alarming signals beyond the advanced achievement gap. Among fourth-graders, the share of regions with a gender gap in students failing to reach basic math proficiency is on the rise, and most of these regions have a higher proportion of struggling girls. For eighth-graders, though the overall gender gap in underperformance is shrinking, the proportion of countries where girls have a higher failure rate has actually increased. This means that while the average gap may be narrowing in some places, more individual countries are seeing girls fall behind at the lowest proficiency levels. These findings suggest that efforts to support struggling students must be targeted, as girls in many regions are being left behind even as overall averages may improve.

What cautions are researchers expressing about these findings?

Researchers urge caution in interpreting the results. The data shows correlation rather than causation, especially regarding the pandemic's role. Eck stresses that the link between school closures and learning loss is based on observed patterns, not proven cause and effect. Additionally, the TIMSS data may not capture all nuances—such as differences in how countries measured closures or variations in remote learning quality. The report calls for more research to understand why girls have been disproportionately affected and to design interventions that can reverse the trend. It also warns against simplistic conclusions that might blame girls' abilities rather than systemic inequities. The key takeaway is that the pandemic has likely worsened existing inequalities, and without targeted support, the gains made in math equity over the past decade could be lost entirely.

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