The difference in boys' and girls' academic achievement only came to light as mixed schools became the general rule. As new cohorts of girls and boys went through the education system in the same schools and classrooms, it became clear that gender is, in its own right, a significant variable, beyond the central influence of socioeconomic background on a student's progress in school. Given the same social origins, girls do better than boys at all levels of education. This phenomenon is even more obvious among students from a socioeconomically disadvantaged background. However, one should guard against creating rigid dichotomies.
Some boys do very well in school and some girls experience difficulties.
The results indicate that the late elementary school years are, by and large, a positive experience for youth. Children, aged 10 and 11, are achieving in school, feel good about themselves, have positive attitudes to school, and believe that their parents and teachers support their academic efforts. These findings are particularly true for the girls who scored higher than boys on almost all measures. The results also confirm the importance of attitudes, both personal and those of others, on school performance. Appropriate parental hopes and expectations, teacher support, as well as a positive attitude to school, all contribute to academic success.