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Abstract
This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of achievement. Bases for sex differences are described in terms of classroom socialization patterns and teachers' interaction with children.
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