Overview: A Setback in Math Equity
A recently released international study paints a troubling picture: girls around the world are losing ground in mathematics compared to boys. The Trends in International Mathematics and Science Study (TIMSS), conducted every four years, provides the latest evidence that the gender gap in math achievement—which had been narrowing for over a decade—is now widening again. The findings, based on data from 2023, show that fourth-grade boys outperform their female peers in the vast majority of participating countries, and among eighth-graders, the advantage for boys has grown exponentially since 2019.
Key Findings from the TIMSS Report
Fourth-Grade Performance: A Widespread Gap
In 2023, fourth-grade boys scored higher than girls in a large majority of schools across the globe. This reverses the progress seen in previous years, where girls were catching up. The analysis reveals that 85 percent of countries with top-performing fourth-graders show a skew favoring boys. Meanwhile, the proportion of countries where girls struggle to reach basic math proficiency is rising, with most of those regions reporting a higher share of low-achieving girls.
Eighth-Grade Trends: Exponential Growth in the Gap
For eighth-graders, the gender gap has increased dramatically since the last TIMSS assessment in 2019. More than half of the countries and territories now have an advanced math achievement gap that favors boys, and none have a gap favoring girls. While the gap in underperformance among eighth-graders appears to be shrinking overall, the number of countries where girls have a higher failure rate has spiked—a worrying contradiction that researchers are still unpacking.
The Role of the Pandemic: A Possible Catalyst
This is the first TIMSS data to measure student performance after the onset of the COVID-19 pandemic. Matthias Eck, a program specialist at UNESCO’s Section of Education for Inclusion and Gender Equality and an author of the report, notes a correlation between longer school closures and greater learning loss in math. “One of the hypotheses is that disruptions during the pandemic may have exacerbated existing disparities and reduced learning opportunities for girls,” Eck explains. “Those who were at risk of low achievement may have been more affected.” He adds that being out of school could have also impacted girls’ confidence, though this remains a hypothesis.
The report echoes earlier findings from the U.S. Nation’s Report Card, which showed similar gender gaps emerging after the pandemic. The consistent pattern across multiple countries suggests that school closures and remote learning unevenly impacted girls, potentially due to factors like increased household responsibilities or reduced access to supportive learning environments.
Underperformance: A Growing Concern for Girls
Beyond the top-level achievement gaps, the data highlights a troubling trend in the lowest-performing group. Among fourth-graders, the share of regions where girls fail to reach basic math proficiency is on the rise. For eighth-graders, while the overall underperformance gap is shrinking, the number of countries where girls are more likely to fail has increased sharply. This indicates that even in nations where average scores might be improving, the most vulnerable girls are being left behind.
Researchers Urge Caution—and Action
The authors of the report are careful not to draw definitive causal links. They emphasize that the pandemic is just one factor among many, including pre-existing societal norms, educational policies, and classroom practices. However, the data provides a clear warning: the long-term trend toward gender equity in math has stalled—and in many places, reversed. Efforts to support girls in mathematics must be intensified, especially in light of the disruptions caused by the pandemic.
As Eck puts it, “The gap is widening again between girls and boys, and that's at the detriment of girls, which is quite concerning.” The report calls for targeted interventions to ensure that all students, regardless of gender, have equal opportunities to succeed in math.
Conclusion: A Call for Renewed Focus
The TIMSS findings are a stark reminder that progress in educational equity is fragile. The gains made before 2020 have been eroded, and without deliberate action, the gender gap in math may continue to expand. Policymakers, educators, and communities need to prioritize re-engaging girls in mathematics, addressing both academic and confidence-related barriers. The data is in—now it’s time to act.