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

We studied the gender achievement gap in grades and standardised test scores in Finland, where the gender differences are largest among OECD countries. We compared the gender achievement gap in standardised test scores from PISA surveys and grades from high-quality school registers in literacy. Furthermore, we analysed how grades differ from standardised test scores by family background and students' SES composition of the schools.

Parental background and daughters' and sons' educational outcomes - application of the Trivers-Willard hypothesis.

This study uses Trivers-Willard hypothesis to explain the differences in daughters' and sons' educational outcomes by parental background. According to the Trivers-Willard hypothesis (TWH), parental support and investments for sons and daughters display an asymmetrical relationship according to parental status because of the different reproductive advantage of the sexes. It predicts that high-status parents support sons more than daughters, and low-status parents support daughters more than sons.