Engagement, Assessment, and Support

Teenagers Say Girls Are Equal to Boys in School, or Are Ahead by Claire Cain Miller
New York Times, March 13, 2025

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This data-rich article from The New York Times explores a growing educational divide: teenage girls consistently outperform boys across academic indicators, including grades, graduation rates, and college enrollment. Drawing from new research and federal data, the authors examine the shifting social and emotional dynamics that underpin this trend – such as girls’ increasing investment in school success and boys’ disengagement, loneliness, and behavioral challenges. The piece challenges simplistic narratives and invites schools to consider how gendered expectations and outdated support structures may exacerbate the gap. This article prompts deep reflection for the private school sector, where character development, personalized learning, and whole-child education are often emphasized. Independent schools may see the article’s stated trend within their own communities, and the data can serve as a call to action: how are boys being supported academically, emotionally, and socially? Are current engagement, assessment, and student support approaches meeting their needs? For teachers, the article underscores the importance of differentiated, relationship-based strategies. It reminds educators that equity in education must include careful attention to the shifting experiences of all students across gender lines as well.