This article examines the growing concern over the underperformance of boys in education. It highlights the disparity in academic achievement between boys and girls, noting lower grades, fewer awards, and higher rates of behavioral issues and special education placement. The article suggests that the shift towards early academic training in kindergarten, driven by accountability standards and parental pressure, may contribute to this gender gap.
In recent decades, kindergarten has been transformed, with literacy training, math worksheets, and even tests.Many boys are developmentally unready to meet the demands and get tracked accordingly.
Many boys are having a hard time in school. Compared to girls, they tend to get lower grades, receive fewer academic awards, and do less homework. They may get into trouble more and are more likely to be in placed in special ed classes and get held back a grade. Fewer aspire to go to college, fewer enroll, and more drop out before graduating.and standardized tests show, nor is it limited to lower-class or minority boys.
In recent decades, this growing gap between boys' and girls’ educational qualifications has become a public issue and topic of policy debate. Many books have appeared on the “boy crisis,” with titles like. They draw on the work of educators, psychologists, economists, and others who have been trying to puzzle out what is happening and why.
Though unintended, there is a sorting process at work here. In fact, rather than show the benefit of early reading and math, the studies finding this exposure to be a strong predictor of later school performance may simply be confirming the sorting and its enduring consequences. Pushing the academic pressure downward certainly doesn’t hurt every boy, but it does appear to set up many for failure., and lead to them being labeled with a learning disability.
Extending earlier research, sociologist Dennis Condron, for instance, drawing on a large representative sample, showed how first-grade teachers rate, on average, the academic skills of male students less favorably than female students, and boys as having poorer social and behavioral skills than girls across the board. These teacher evaluations, in turn, play a key role in the common practice of separating kids into different skills-based groups for reading instruction.
EDUCATION GENDER BOYS ACADEMIC PERFORMANCE KINDERGARTEN
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