The gender achievement gap in grades and standardised tests-what accounts for gender inequality?

Because the moderation was stronger in the grades than in test scores but the difference in difference is statistically barely significant but substantially marginal (see Appendix 3A ), we concluded that hypothesis 3b cannot be fully supported by the data. 4.4 Moderation by school composition Hypothesis 4 stated that the difference in boys’ and girls’ grades is smaller in high SES than in low SES schools, and the gender gap in standardised test scores does not differ according to students’ SES composition of the schools.

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