A Reversal in Progress
Just six years ago, eighth-grade girls had achieved a historic milestone: outperforming boys in both math and science, according to an international math and science assessment, The Trends in International Mathematics and Science Study (TIMSS). But new research confirms that this progress has stalled, and worse, reversed. Since the COVID-19 pandemic, the gender gap in STEM achievement has reemerged, with boys once again outperforming girls in middle school math and science. For K-12 principals, these findings carry urgent implications.
The Data: A Decline Disproportionately Impacting Girls
Research reveals that while all students experienced learning setbacks during the pandemic, the decline was steeper for girls in STEM subjects. Specifically:
- Eighth-grade TIMSS scores from 2024 show a significant drop in girls’ math and science performance compared to 2019.
- MAP Growth and NAEP assessments show similar trends: nearly non-existent gaps in 2019 widened in favor of boys by 2024.
- Enrollment in key courses like 8th-grade algebra — a gateway to advanced STEM tracks — dropped for both genders in 2022 but rebounded only for boys by 2024.
This trend is not isolated to the U.S. Similar patterns have emerged across English-speaking countries, indicating that the academic impact of COVID-19 was not “an equal opportunity hitter,” according to the NWEA.
Underlying Causes: Theories and Realities
Experts caution that no single factor explains this regression. However, several theories offer insight:
- Mental health disparities: Girls experienced higher rates of anxiety and stress during the pandemic, but this does not explain why reading scores remained stable while STEM scores fell.
- Classroom dynamics: There is concern that teachers may unintentionally reinforce old gender stereotypes, giving boys more attention or encouraging them more assertively in math and science.
- Systemic prioritization: Some districts may have focused interventions more heavily on boys’ achievement, based on pre-pandemic trends of boys lagging academically overall.
One deeply concerning finding is that the gap cannot be attributed to performance alone. One Frontiers study shows that girls’ self-efficacy — belief in their own ability to succeed — remains significantly lower than that of boys, even when academic performance is equivalent.
Why Self-Efficacy Matters
Self-efficacy is a powerful predictor of persistence and success in STEM fields. Girls who underestimate their abilities are less likely to enroll in advanced STEM courses, pursue STEM degrees, or envision STEM careers. In critical transition years, especially around 8th and 10th grade, low self-efficacy may discourage girls from continuing in these pathways.
Even when girls perform well, societal and internalized stereotypes can lead them to attribute success to luck, while boys attribute theirs to talent. This disparity fuels a feedback loop: low confidence leads to reduced participation and fewer opportunities for success, which further lowers confidence.
What Principals Can Do: Strategies for School Leaders
To combat gender disparities in STEM education, school principals can implement several evidence-based strategies. These include conducting classroom equity audits to ensure balanced teacher attention and expectations, and offering training on implicit bias and inclusive teaching. Promoting female role models in STEM through events, curriculum content, and school communications helps reinforce representation. Self-efficacy activities such as goal setting, constructive feedback, and metacognitive training build student confidence. Principals should also restructure group work to foster leadership opportunities for girls and closely monitor STEM course enrollment, proactively encouraging capable students to pursue advanced classes. These steps collectively support a more inclusive and empowering STEM environment for female students.
