We study gender gaps in mathematics achievement and confidence among Chilean 10th-grade students using linked administrative and survey data from 4th to 10th grade. We distinguish cisgender, transgender, and non-binary students by combining sex assigned at birth with self-reported gender identity, and estimate within-school gaps conditional on baseline achievement, baseline confidence, and demographics. Relative to cisgender boys, mathematics scores remain lower for cisgender girls, transgender girls, and transgender boys, with heterogeneous patterns across the distribution: gaps widen toward the top for cisgender girls, transgender boys, and non-binary students assigned female at birth, while the transgender-girl gap is concentrated in the lower tail. Confidence gaps are larger and more systematic. All comparison groups are less likely than cisgender boys to report the highest confidence category, even conditional on contemporaneous achievement. Transgender and non-binary students also report more discrimination and social or online aggression. These experiences explain part of the confidence gaps for some groups but little of the score gaps. Religious-school results suggest institutional-context heterogeneity, but selection-adjusted estimates attenuate achievement interactions and discrimination differences are imprecise.
Work in Progress
The Limits of Municipal Governance: Public School Organization and Performance
Selected Research Assistance
Who, How, and Where: Unpacking the Impacts of Affirmative Action