It has also been noted that, in general, females have an edge in learning because they are typically exposed to formal education at an earlier age. The study noted that nearly 100 percent of children ages 6 through 15 were enrolled in school. When the enrollment of children under six was reviewed, trends were found which support the early stimulation of females. This early start may be the reasoning for girls scoring significantly higher than boys may in the younger grades. The adaptation to a controlled classroom setting may be difficult for males and may be causing many of the immature behaviors seen in young boys.
Males also have a higher tendency to be retained in school.
These numbers may be directly linked to the average age of students when are first exposed to formal education. Again, adaptations are necessary for students, and those who are able adapt faster or earlier in their life will be at a greater advantage. By combining the cultural effects on students and these apparent differences in learning biases between genders, the higher amount of boys classified as special-needs students is somewhat predictable. The Condition Of Education publications from 1995 and 1996 include data that shows a greater number of boys than girls labeled with a learning disability. The 1995 issue had the distribution of males and females in special education classrooms.