Gender, Income, and Numeracy Test Scores

Molly Paterson, Jaai Parasnis and Michelle Rendall

No 16895, CEPR Discussion Papers from C.E.P.R. Discussion Papers

Abstract: We study the interrelationship between socioeconomic (SES) gaps based on household income, parental education, and labor force status and the gender gap in numeracy. A composite measure of SES confirms that boys from lower SES are more disadvantaged. However, disentangling the three aspects, only girls from lower-income households are doubly disadvantaged by grade 9. At the top of the income distribution, the gender gap is driven by an advantage for boys with stay-at-home mothers or lower education than fathers. In contrast, a mother’s higher education and labor force status are associated with higher test scores for girls across the entire income distribution.

Keywords: Parental; education (search for similar items in EconPapers)
JEL-codes: I20 I24 J16 (search for similar items in EconPapers)
Date: 2022-01
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