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Using international surveys TIMSS, PIRLS, and PISA, we explore the trends in gender gaps in reading and mathematical literacy in the Czech and Slovak Republic during more than last decade. We explore the trends in the cross-sectional dimension at the 4th, and 8th to 9th grades and also at the cohort dimension as pupils’ cohorts passed through the educational system. We show that the gender gaps in literacy in the 4th grade have not changed much during last decade: boys have slightly improved their lead in mathematics and girls have slightly lost their lead in reading literacy. On the contrary, significant changes have occurred in the 8th and 9th grades: the lead of boys in mathematics has decreased considerably and high lead of girls in reading literacy has deepened. Further, we explore and clarify how the formation of the gender gap interacts with the early tracking of pupils to selective academic schools, in which the differences in literacy play an important role. We show that in early tracking systems, reading literacy is more important than literacy in mathematics due to the test based system of admission. In the mainstream lower secondary schools, boys are lagging behind girls in reading literacy much more than they are in selective academic schools. We do not aspire to identify the various possible causes of gender skills gap due to lack of data.

Rozdíly v matematické a čtenářské gramotnosti chlapců a dívek a raná selekce: trendy v obou zemích po rozdělení Československa