The difference between girls and boys in their academic performance in math: an extended analysis of the Elfe study

The French longitudinal study starting in early childhood (Elfe) included school assessments in literacy and numeracy in mean section of French kindergarten (MS, age 5), first grade (French CP, age 7), and fourth grade (French CM1, age 9). These assessments make it possible to study the evolution of gaps in math and literacy between boys and girls over the course of primary school.The aim of this research is to complete the analysis of this evolution, which has already been investigated between kindergarten MS and first grade, in particular to examine the future of boys' advantage in numeracy (which emerged in first grade). In addition, we will examine, in fourth grade, its dependence on the task (Calculation, Problems, Reasoning, Estimation) and compare it with girls' advantage in literacy.The method of analysis is based not only on the longitudinal Elfe sample, but also on a larger cross-sectional sample of students who were recruited to take part in the evaluation with the only Elfe student in their class.The longitudinal and cross-sectional samples lead to virtually identical results: girls systematically but slightly outperform boys in literacy, while boys outperform girls only from first grade onwards, but can reach a substantial gap in fourth grade.The author points out that the choice of items, their nature or the task they involve, may contribute to boys' advantage in numeracy, but does not fully explain it. He also argues that the causes of gender-differentiated performance in mathematics and (French) language should not be discussed independently.