This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools’ application of well-rounded assessment methods, influenced girls’ and boys’ reading performance differently. The results showed that boys profited more than girls from having a large proportion of girls in school. Contrary to their expectations, girls gained more than boys from a school’s advantaged socioeconomic composition. The findings are likely to add to the debate over single-sex education, as districts experiment with single-sex classes and schools. Additionally, this study helps shed light on whether school characteristics affect girls’ and boys’ educational performance differently.
van Hek, M., Kraaykamp, G., & Pelzer, B. (2017): Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices. School Effectiveness and School Improvement. https://dx.doi.org/10.1080/09243453.2017.1382540