"Educational systems could be improved by acknowledging that, in general, boys and girls are different," said David Geary, MU professor of psychological science. "For example, in trying to close the sex gap in math scores, the reading gap was left behind. Now, our study has found that the difference between girls´ and boys´ reading scores was three times larger than the sex difference in math scores. Girls´ higher scores in reading could lead to advantages in admissions to certain university programs, such as marketing, journalism or literature, and subsequently careers in those fields. Boys lower reading scores could correlate to problems in any career, since reading is essential in most jobs."
Generally, when conditions are good, the math gap increases and the reading gap decreases and when conditions are bad the math gap decreases and the reading gap increases. This pattern remained consistent within nations as well as among them, according to the study by Geary and Gijsbert Stoet of the University of Leeds that included testing performance data from 1.5 million 15-year-olds in 75 nations. The top five percent of scores within nations generally showed girls to be lower in math and boys to be lower in reading. That pattern continued in lower scoring groups until reaching the lowest scoring students, where the math achievement of boys and girls evened out but the reading gap increased, according to Geary.