Over the last 30 years policies to promote equal opportunities in education focused on overcoming the disadvantages experienced by females. More recently there has been concern about lower levels of attainment by males in national examinations. The article suggests that policies aimed at recent male underachievement in secondary schooling are too simplistic. It presents statistical evidence to show a gender gap in attainment since 1975; gender differences from pre-school onwards; relatively greater progress by males than females in post-compulsory schooling; wide social class differences in attainment; preponderance of boys referred to learning and behavioural support; continuing differences in subject choice which reflect gender differences in careers. This article is based on research commissioned by the Scottish Executive. The research was carried out over one year, in 2000, and was based on a review of the relevant research literature and policy documents, statistical analysis of official data and case studies of six secondary schools in different parts of Scotland, together with their associated primary schools. Overall, 76 members of staff were interviewed in the case study schools, of whom 14 were in primary schools. Further findings from the research are detailed in Tinklin, et al., 2001.
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