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dc.contributor.authorBadr, Menshawyen_US
dc.contributor.authorMorrissey, Oliveren_US
dc.contributor.authorAppleton, Simonen_US
dc.description.abstractThis paper investigates gender inequality of academic achievement using mean and quantile decomposition analysis in eight selected MENA countries. We use data from TIMSS 2007 to decompose the test scores gap between boys and girls at the eighth grade. There is a mixed picture of gender inequality across the eight countries; the gap favours boys in three, favours girls in three and there is no average difference in two countries. No particular factors consistently explain gender inequality in test scores across MENA. In general, although family characteristics tend to favour girls (in most countries their characteristics suggest they should perform better than boys) the returns to education tend to favour boys (they get a higher test score for given characteristics); the educational system appears to favour boys.en_US
dc.publisherCentre for Research in Economic Development and International Trade, Univ. of Nottingham Nottinghamen_US
dc.relation.ispartofseriesCREDIT Research Paper 12/04en_US
dc.subject.keywordEducational Attainmenten_US
dc.subject.keywordMaths Test Scoresen_US
dc.subject.keywordGender Differentialsen_US
dc.titleGender differentials in maths test scores in MENA countriesen_US
dc.typeWorking Paperen_US
Appears in Collections:CREDIT Research Papers, The University of Nottingham

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