Smart Boys

Bad Grades
Why boys get worse grades
than girls and are only 35% of
graduates in higher education

Landon and Willie doing school work by

logging onto the Internet from the roof of the house.

LERN
- By -
Julie Coates and William A. Draves
 Smart BoysBad Grades

Smart Boys, Bad Grades

Why boys get worse grades than girls and

are only 35% of graduates in higher education
Finally, answers to one of the biggest crises in education today.
Never before released, this report contains new information not available
anywhere else.

Coates and Draves have done the research. They have surveyed teachers,
talked to boys, looked at grades in online grading systems, reviewed the
literature, monitored the studies, talked with parents, and mentored almost a
dozen boys themselves.

Parents will acquire new understanding about their sons that make sense.

Teachers will get practical techniques to help boys learn.

Schools and colleges have the evidence to change policies and procedures.

Media will have a story to help millions of parents.

The authors thank the American School Board Journal, Doug Carroll of the
Arizona Republic and the BBC's Education writer Mike Baker for coverage of
their preliminary work. The BBC calls Coates and Draves' work “Fascinating.”

What to do:
1. Read the report thoroughly to understand this important issue. The answers
are summarized on page 6.
2. Tell others about this issue and the answers.
3. Send the authors any data you have about the issue.

Follow up action:
Parents, go to www.smartboysbadgrades.com for free tips on how to
advocate and support your son.
Teachers, go to www.smartboysbadgrades.com to get a complimentary copy
of the Top 20 Tips for teachers in helping boys learn.
Schools and colleges should contact the authors about seminars for faculty
and administrators.
Media contact the authors for an interview.

“Smart Boys, Bad Grades,” by Julie Coates and William A. Draves © 2006 by Julie Coates and William A. Draves.
Published by the Learning Resources Network (LERN), a nonprofit national education organization. Email
[email protected] Call 800-678-5376 Visit: www.lern.org

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 Smart BoysBad Grades

Why This Report is Unique

1. It is the first to pose an answer to the problem and provide solutions.

2. It has data and approaches the issue from a multi-national and societal perspective
rather than treating it as a strictly national issue.
3. It is the only report which documents that this problem occurred in the same time-
frame 100 years ago as well, showing the historical parallels.
4. It is the only report which explains why the problem is relatively recent, since 1980.

The Problem
There are two related problems:
1. Boys get worse grades than girls;
2. Boys are now a declining percentage of students and graduates in higher
education.
It is this latter issue which is a serious educational crisis in advanced, post-industrial
countries, and has led to the interest of the grades issue.

Only 35% of higher education graduates are male

Reports from post-industrial countries around the world all confirm that boys constitute a
declining minority of students in higher education (1). The latest data from the National
Center for Education Statistics (NCES) in the United States has only 43% of students in
higher education as male, down from 50% in 1980 and a majority of students before
1980 (2).

Best's College Guide for 2004 reports participation at individual colleges as low as 26%
at Sarah Lawrence College (3). In the state of Wisconsin, for example, only one public
university out of 16 in the state reported half of its students were male.

Using a line extension, we estimate the participation of males in higher education for
2004-2005 to be around 40%.

Another study shows that the completion rate for males and females is different. That is,
some 66% of females in college graduate, while only 59% of males graduate. Applying
the 59% figure to the 40% attendance rate, we get around 35% of graduates being male.

Boys get worse grades in school

Boys get 70% of Ds and Fs in school, according to Michael Gurian (4), and girls get 60%
of As. Some 80% of drop outs are boys. Both boys and girls say teachers favor girls in
the classroom.

And most telling, the Grade Point Average (GPA) for boys is significantly lower than that
for girls (5). While the authors are trying to find a statistical measure that portrays the
relative magnitude of this difference, our analysis from the data from schools indicate
that boys' GPA is about 20% lower than girls (6).

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 Smart BoysBad Grades

The Problem is Internationally Documented

The issue exists in many if not most post-industrial countries. A recent provincial report in
Canada begins, "Over the last 15 years, it has become apparent that girls do better than
boys at school, not only in Quebec but in most of the developed world." (7) A Guardian
article in the United Kingdom on A-level results is headlined, "The trouble with boys:
getting them to study is no easy matter." (8) It is a problem in New Zealand. (9) It is an
issue in Ireland. (10) And a special report on the issue in Australia called "The Education
of Boys" states that "females dominate higher education enrolments." (11) There is a
striking similarity in percentages and numerical differences in the studies in all post-
industrial countries.
Here we look at some of the theories as to why boys under-perform in school, and then
offer a different rationale for why boys under-perform in school, as well as suggest a
solution to resolve the problem

We are strictly concerned with the performance of boys in the upper half of their classes
in terms of ability, test scores, grades and future work. While there are legitimate and
serious concerns about boys in lower income families, and those significantly behind
their counterparts in school, that issue has been with us for a long time.

Significance for boys

The significance for boys is serious, and long lasting. Some of the impacts:
Boys are less able to learn.
Boys are emotionally affected, which further inhibits their learning.
Boys are less likely to feel they can continue their formal education in the future.
(12)
A college education is increasingly recognized as a prerequisite for entrance into
the knowledge jobs of the 21st century, thus boys are not as prepared for the work
world as they want to be.
The emotional scars stay with them throughout life. (13)
Impact on society
The issue does not only impact boys. It has a serious negative impact on society,
especially in this time of economic transition for post-industrial nations.

The chart below is the from the Department of Education, Training and Youth Affairs in
Australia, 2000, and shows the gap between boys and girls starting in 1980 and growing
to around 20% difference in 1996.

Some of the implications:

Having millions of intelligent boys without college educations underutilizes this wealth
of talent in the workplace.

The economy of a country is negatively affected when the creative, analytical, and
leadership qualities intelligent young men contribute are not cultivated and maximized.

Adults' retirement income is dependent on government stipends such as Social Security.

When young people have low paying jobs because of a lack of higher education, they
contribute less to the retirement funds of adults in retirement.

Adults' retirement income may be partially dependent on private income sources such
as dividends from the stock market. When an economy is underperforming, stocks also
underperform.

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 Smart BoysBad Grades

Girls look to talented boys for

25 relationships, marriage and
family. These relationships are
20 strained when young men of equal
TES Average

talents have fewer credentials,

15 income potential and are behind in
their career paths relative to their
10 present or future mates. Thus
children and families are ill served
5 when the husband and father has
less education than he should and
0 could have.

Thus the problems this issue creates are long term and affect all members of society.

Characteristics of the Problem

Three important characteristics of the problem are:

- Multinational. It occurs in many if not most post-industrial advanced nations, including

the United Kingdom, Scandinavia, Australia, New Zealand, Canada, including French
speaking Quebec, and the United States.

- Recency. The problem of declining percentage of boys in higher education is recent,

starting around 1980. It did not occur 30-60 years ago, when boys were roughly
scholastically equal to girls. While girls overall have had better grades, the differences
have been much slighter. In Australia, for example, the differences were marginal until
1981 when girls had 0.6 marks more than boys. This difference jumped to 19.4 marks,
most noticeably in 1992 when the difference increased to 12.2 from 4.4 marks the
previous year. 1992 was also the first year after the invention of the World Wide Web.

- Economic level. What is different now is that smart boys from upper socio-economic
levels are now falling behind their female counterparts. The Quebec research notes,
"Given the same social origins, girls do better than boys at all levels of education." While
the roots of the problem go back one to two decades, the issue has only recently
surfaced and become an issue.

Delineating the Issue

The issue being addressed here is specific to “smart boys” and to “bad grades.”
We need to isolate this issue and not confuse it with the many other issues relating to
both education and to boys.

- The issue dealt with here is primarily concerned with boys who have the academic
talent to perform well in school and to successfully complete college, our so-called
“smart boys.” Thus, we are not addressing issues concerning boys who perform in the
lower half of their class.

- The issue dealt with here is limited to college participation and the impact that grades in
secondary school have on college attendance. We are not dealing with issues outside of
the school, college and academic setting.

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 Smart BoysBad Grades

The Answers in Brief

The underlying reason boys get worse grades and attend higher education in
declining percentages is because boys have different biological and neurological
characteristics than girls. This means that:

1. Generations learn differently. Boys learn differently than girls, and today's boys
also learn differently than previous generations of students.

2. Boys are actually ahead. Because of their neurology, boys are actually ahead in
leading society into the new economic age of the 21st century.

3. Boys are punished for late homework. GPAs are lower because of behavior
unrelated to learning and knowledge. Smart boys turn in homework late, and this is
also explained by the boys' hard wiring.

Long Term Solutions

The long term solutions are:
1. That teachers take into account the neurological and biological differences in their
teaching of boys and implement techniques and good pedagogical practices which
enhance the learning of boys.

2. That schools and colleges be redesigned to meet the needs of students in the
Information Age of the 21st century, rather than becoming increasingly obsolete
and focused on preparing students for work and life in the outmoded Industrial Age
of factories and manufacturing.

The Immediate Solution

The immediate solution is that late homework not be penalized. Behavior unrelated to
learning and knowledge should not be included in GPA.

Late homework should be accepted without penalty. Where teachers accept homework
turned in late, they report few problems. (14) The solution does not cost money. The
solution can be implemented immediately by an individual teacher, school or college, or
educational system.

Other Explanations Ruled Out

Various other explanations have been suggested, all without adequate research, data or
documentation. These explanations need to be dismissed. There is no data to support
them. They include:

Boys are not as intelligent as girls.

Parents are not raising their boys with good academic habits.
The statistics are skewed because of changing participation of minority and low-
income students.
The problem lies in recent social problems in families, particularly the increased
number of single parent families and greater numbers of children from divorced
parents.
Boys today behave badly.
There are psychological and/or behavioral issues with boys today.
Boys are lazy and unmotivated.
Boys just want to play.
We need to raise boys like we raise girls.

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 Smart BoysBad Grades

None of these ideas have a research base, consistent data, nor evidence across national
and economic income levels. Each can be easily dismissed by existing evidence.

Boys Learn differently than girls

Boys are punished for behavior which is neurologically based, and which does not hurt
or negatively impact the learning of others.

Institutions create learning environments

Institutions create learning environments. The environments can respond equally to

boys and girls, or they can respond to one gender or the other. We know this because
there is one institution that does not respond well to how girls learn. Consequently, there
is one institution where girls are behind boys in terms of academic achievement.

There is one university that admits boys and girls equally, and then has boys get higher
grades. (15) So the gap is not “natural” against boys, educational policies can go either
way (or be equal, as we advocate). The university is Cambridge University in the U.K.
and they recognize that the skew in favor of boys is not right either. Officials there
attribute the inequality in achievement to not responding to the neurological differences
in how girls learn, and they are correct.

The Brain Evidence

Michael Gurian and many other researchers outline the differences between how
boys learn, and how girls learn, and thus how we need to take those differences into
account when helping boys learn. Some examples of gender differences:

Males have 15% less serotonin than females.

Boys' attention span is shorter than girls'.
Boys are more adept at learning spatially than girls.
Boys need more physical movement than girls for learning.
Boys need more emotional assurance, since their limbic system of the brain is more
primitive and not as advanced as girls' limbic system.
Boys do not process emotions quickly.
Boys mature later than girls
Boys' brains need more rest

Late homework: a major cause of the GPA gap.

A major reason for the GPA gap is homework. If you look at boys' work, their test scores
are fairly equal with girls. It is homework where boys overall fall well short of girls. (16)

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 Smart BoysBad Grades

We looked at grades of one or more boys using an online grading system. The online
grading system, which is able to separate test from homework components of a grade,
showed higher grades for tests. Only homework dragged down the grades. We also
confirmed this with interviews with dozens of boys.

We also did a random survey of 200 K-12 teachers across North America. Some 84%
said boys turn in homework late, only 4% said girls. Another 8% said neither, and the
final 4% said they did not know.

A second question asked whether turning homework in on time would improve the
students' homework scores. Some 96% said yes, only 4% said no. Thus, K-12 teachers
confirm that boys turn in homework late more than girls, and that boys are penalized for
turning in homework late.

But we're instilling discipline and good work force behavior?

Actually no. If teachers were instilling discipline and good behavior, then the gap in
GPAs would close or get smaller between sixth grade and senior in college. However,
the gap never closes. That is, seniors in college have the same gap.

When one looks at GPAs for freshmen through seniors in high school at a typical high
school in Madison, Wisconsin, one finds that the GPA never closes.

The gap does not close in college either. This is confirmed by the data, such as the
study done at Truman State University in Missouri, where data was presented over four
years, by freshman, sophomore, junior, senior years.

But we're preparing boys for the workforce.

Actually, there's no problem with boys in the workforce. Boys at work both

a) show up on time; and

b) turn work in on time, relative to girls in the work place.

There are no studies that young men perform more poorly than young women in the work
place. We have interviewed human resource professionals, and they indicate there is no
problem. There is no perceived problem of boys in the workforce on the part of
employers, workers or even educators.

Researchers have not found any citations or references on the web as to any gender
differences at work. We are only able to document evidence that women perform at the
same level in the workplace as men, and most commentary on workplace gender issues
tries to confirm that women perform up to men in the workplace.

In addition, we asked human resource executives if there is a problem of either gender

showing up for work late or submitting work late. No human resource executive has
documented any problem. We interviewed staff at two human resources associations
and the president of a national employment agency. (17)

Some educators have told us that boys who simultaneously are enrolled in school and
have part-time jobs, show up on time for work and turn in homework late. (18) Thus,
there's no problem in the work place, only in academia.

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 Smart BoysBad Grades

The homework solution:

1. No penalty for turning in homework late.

2. Students can redo homework/assignments until they get them right.
3. Students can quiz out of homework/assignments they already know.

Why boys turn in homework late.

A major reason why smart boys do not turn homework in on time is that boys are
neurologically geared towards unsolved problems and challenges. That is, if they do not
know it, they focus on it. If they already know it, it becomes “boring” and is very hard to
focus and turn in. Dylan, an eighth grader in San Antonio, says if his homework is hard,
it takes him a half hour; and if his homework is easy, it takes him an hour and a half.

In another example, Tristan, age 15, an African-American boy we mentored, had 30 math
problems. He did 10 questions. He got all 10 right. His teacher gave him an “F” of course.
So his teacher says that Tristan does not know his math, when in fact, he gets every
problem correct.
The differences between the workplace and school

We have been asked why boys turn homework in late at school but accomplish their jobs
in the workplace on time. Boys show up late at school, but then proceed to show up for
sometimes “boring” jobs on time.

We suggest the following differences between work and school:

There is a tangible outcome to work, and no tangible outcome for schoolwork.
There is a visible external reward for turning work in on time, and no reward for turning
schoolwork in on time.
Boys are more likely to praised for completing work on a job, while at school deficiencies
or inadequacies are far more likely to be highlighted.
A boss rarely punishes workers, while boys perceive that schools frequently punish
them.
There is an intrinsic reward in doing a job.
The rules of the workplace make sense to boys, while many rules in school do not seem
to make sense to many boys.
The behavior value

Adults value behavior in the classroom because schools in the 20th century prepared
students for work in the factory.
The 20th century school, above, was deliberately
designed to look and function like a factory.

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 Smart BoysBad Grades

Behavior was absolutely critical to the efficiency of factory production. Thus, behavior
standards unrelated to the well-fare of others became incorporated into schools.

As we have shown, there are no behavior issues for boys in the workplace, regardless of
their level of schooling or grades in school.

Yet, regardless of the fact that there is no reason for penalizing late homework, many
adults will still resist eliminating penalties for late homework.

The “no penalty for late homework” standard is likely to meet with as much resistance in
the early 21st century as the “no hitting” standard met in the early 20th century. In the
early 20th century hitting one's child, or one's student, was a clearly positive moral value
for many if not most parents and teachers. (19) In a classic scene from the first talking
motion picture ever made, future jazz singer Al Jolson runs away from home after getting
a whipping from his father, who clearly regards the whipping as good parenting and a
moral duty. Like penalizing late homework, hitting had no positive outcome, and led to
boys dropping out of school in large numbers until the practice ceased.

Boys are actually ahead

Reporter: Did you play anything when you were a boy? George Gershwin: Only hooky.
(Interview in early 20th century)

Because of their neurology, boys are ahead of both girls and adults in terms of
technology. Boys also exhibit those accompanying attributes which go with a future
dominated by the Internet, like taking risks, being entrepreneurial, and being
collaborative. Thus they are leading society into the Internet Age.

Futhermore, what is bad behavior for boys in school is good behavior for young men in
the workplace. The very same behaviors which are punished in school are rewarded
when boys enter the workforce. This is because taking risks, being entrepreneurial and
being collaborative are all behaviors that lead to success in the workforce today.

It all happened once before

This all happened once before, exactly 100 years ago, and for the very same reason.
That is, neurologically, boys lead society into the new economic age. (20) Some 100
years ago today's post-industrial societies were all moving from an agrarian economy to
an industrial economy. The same phenomenon with boys occurred back then. Boys were
“bad” in school, dropped out, went into the workforce, and led society into the Industrial
Age of the 20th century.

Why boys are into technology

While girls use the Internet as frequently as boys, boys are demonstrably more
competent with new technology than girls. In several different studies in several different
countries, boys score much higher on computer subjects, as well as the related math and
science subjects.

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 Smart BoysBad Grades

Boys are naturally more into new technology than girls. Dr. Judith Kleinfeld, a professor
at the University of Alaska at Fairbanks, in her groundbreaking article "The Myth That
Schools Shortchange Girls," provides the documentation on why this is so. (21)

She says boys have a greater variability in many human characteristics than do girls. So
boys and girls have different bell shaped curves to describe their variability. Both curves
have the same averages, she notes, but they have different peaks and slopes.
Girls have a much higher peaked curve than boys, putting girls much more in the middle
or being similar in terms of human characteristics. (22)

Boys, on the other hand, show a bell shaped curve with much more variability, according
to Kleinfeld. Thus, at the leading edge of the curve one finds more boys than girls.
Applied to technology, there are more boys than girls engaged in the new technology
and the accompanying behavior required in the new economy of the Internet Age.

Female Pattern
This can be demonstrated by the
numbers of young men in technology
related occupations. Thus, because
they are on the neurological “cutting
edge,” boys are the first to adopt the Male Pattern
behavior and values of the new
economic age.
Illustration: Same Average, Different Variability

This occurred 100 years ago, when our grandfathers dropped out of school in large
numbers and took jobs in the factory, creating the behaviors and values that were
necessary for success in the Industrial Age of the 20th century.

This advance entry of boys into the Internet Age, then, explains why the issue of Smart
Boys, Bad Grades began emerging around 1980, when computers began to impact
society, and why it will continue until schools and colleges are redesigned to reflect the
needs of the 21st century.

For a more indepth explanation of this, see “Nine Shift: Work, Life and education in the
21st century” by William A. Draves and Julie Coates, Chapter 4, pages 57 74, and
Chapter 12, pages 201 - 228.

Conclusion

Our research, combined with the research of others, clearly finds that:

The gap in GPA between boys and girls in secondary school is due in large measure to
penalties for turning in homework late.

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 Smart BoysBad Grades

Boys' test scores are equal to girls and thus do not account for the GPA gap. This
also shows that the GPA gap is not due to any academic reason and that the gap is
caused by non-academic (i.e. behavior) reasons.

That penalizing boys for turning in homework late has no positive effect in getting
homework turned in on-time.

That there is no good reason for penalizing boys for late homework.

That eliminating the penalty for late homework would reduce the GPA gap between
boys and girls, eliminate needless and counterproductive punishment of boys, and
provide the conditions for millions of academically qualified boys to attend college.

Supporting Documentation Attached

The following are some of the documentation that supports this research.

A. The GPA gap does not close in secondary school. Penalizing late homework does
not work. The GPA gap does not close as students go through school. Chart is from
Madison Metropolitan School District, Madison, Wisconsin.

B. The GPA gap exists and does not close in college. Even when colleges admit boys
and girls with the same high school GPAs, boys get lower GPAs in college.
Punishing late homework does not work in college, either. This data from Truman
College shows that the GPA gap does not close in college.

C. GPA scores do not equate with test scores. As this chart illustrates, boys get lower
GPAs yet have equal or higher test scores as incoming freshman. Chart is from
University of Massachusetts Amherst scores and GPA for incoming freshmen.

D. The problem is not going away. National Center for Education Statistics (NCES)
data confirming that boys have lower GPAs than girls. The data is from 1990
through 2000.

E. The problem is homework. Online grading systems allow parents and educators to
see that boys' test scores are much higher than their homework scores. To verify
this, Coates and Draves surveyed K-12 teachers and asked them if boys or girls
turned in homework late. We then asked if they penalized for late homework. The
results were statistically valid and conclusive.

F. Parental expectations are not the problem. Parents of boys have just as high
expectations as parents of girls, according to this study.

G. Boys had just as high educational expectations as girls up until around 1980, when
the gap began appearing and has been since widening. Chart from “The Gender
Gap in College Expectations” by John Reynolds, Florida State University.

H. Other reasons are ruled out. Other explanations can be easily ruled out as a cause
of the current educational crisis.

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THE HIGH SCHOOL CUMULATIVE GRADE POINT AVERAGES BY GENDER

TOTAL
FEMALE MALE TOTAL

GRADE YEAR n GPA n GPA n GPA

9 1991 801 2.37 835 2.23 1636 2.37
9 1992 852 2.34 855 2.21 1707 2.34
9 1993 840 2.35 884 2.28 1724 2.35
9 1994 825 2.39 919 2.42 1744 2.39
9 1995 956 2.54 949 2.25 1905 2.40
9 1996 907 2.52 995 2.27 1902 2.39
9 1997 926 2.58 1042 2.29 1968 2.42
9 1998 981 2.63 1070 2.23 2051 2.42
9 1999 938 2.58 1031 2.39 1969 2.48
9 2000 969 2.62 1080 2.38 2049 2.49
9 2001 1115 2.67 1148 2.35 2263 2.51
9 2002 1107 2.75 1151 2.43 2258 2.59
9 2003 1169 2.77 1095 2.37 2264 2.58
9 2004 1033 2.71 1091 2.39 2124 2.55
10 1991 753 2.50 736 2.41 1489 2.50
10 1992 746 2.50 781 2.36 1527 2.50
10 1993 776 2.49 804 2.32 1580 2.49
10 1994 761 2.57 821 2.42 1582 2.57
10 1995 735 2.72 828 2.51 1563 2.61
10 1996 871 2.78 848 2.46 1719 2.62
10 1997 797 2.76 890 2.45 1687 2.60
10 1998 841 2.78 934 2.49 1775 2.63
10 1999 874 2.82 926 2.42 1800 2.61
10 2000 905 2.75 1031 2.50 1936 2.76
10 2001 1002 2.69 1112 2.45 2114 2.56
10 2002 1056 2.81 1106 2.50 2162 2.65
10 2003 1079 2.85 1129 2.50 2208 2.67
10 2004 1142 2.89 1022 2.51 2164 2.71
11 1991 678 2.56 706 2.47 1384 2.56
11 1992 674 2.55 674 2.45 1348 2.55
11 1993 677 2.65 672 2.54 1349 2.65
11 1994 682 2.70 694 2.53 1376 2.70
11 1995 682 2.86 710 2.60 1392 2.73
11 1996 599 3.03 705 2.75 1304 2.88
11 1997 771 2.95 702 2.70 1473 2.83
11 1998 696 2.99 755 2.68 1451 2.83
11 1999 710 2.99 790 2.69 1500 2.83
11 2000 793 3.00 789 2.68 1582 2.84
11 2001 927 2.83 1012 2.57 1939 2.70
11 2002 894 2.87 947 2.66 1841 2.76
11 2003 965 2.94 950 2.69 1915 2.82
11 2004 977 2.99 961 2.72 1938 2.86
12 1991 690 2.66 614 2.53 1304 2.66
12 1992 686 2.69 662 2.61 1348 2.69
12 1993 621 2.67 649 2.58 1270 2.67
12 1994 617 2.80 629 2.68 1246 2.80
12 1995 652 2.93 640 2.64 1292 2.78
12 1996 605 3.01 625 2.76 1230 2.88
12 1997 582 3.08 674 2.81 1256 2.94
12 1998 741 3.05 679 2.80 1420 2.93
12 1999 689 3.04 698 2.78 1387 2.91
12 2000 680 3.11 734 2.82 1414 2.95
12 2001 856 2.99 872 2.66 1728 2.82
12 2002 807 2.99 889 2.72 1696 2.85
12 2003 816 2.99 877 2.77 1693 2.87
12 2004 888 3.02 886 2.77 1774 2.89

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 Smart BoysBad Grades

Gender Gap in GPA at Truman State University, Mo.

Information provided by the Office of the Vice President for Academic Affairs

1999- 2000 Men Women

Freshmen 2.84 3.20

Sophomore 2.96 3.13

Junior 2.96 3.20

Senior 3.08 3.29

2000- 2001 Men Women

Freshmen 2.83 3.24

Sophomore 3.00 3.29

Junior 3.00 3.23

Senior 3.12 3.35

2001 2002 Men Women

Freshmen 2.89 3.15

Sophomore 2.98 3.19

Junior 3.10 3.32

Senior 3.13 3.39

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Admissions

SAT Scores (Recentered) and High School

Grade Point Average for Entering First-Year Students by Gender
Fall 1993 - Fall 2004
SAT
Mathematics Verbal Combined H.S. GPA
Entering Semester N* 25th 75th Mean 25th 75th Mean 25th 75th Mean N* Mean

Fall 1993 3,777 490 600 543 480 600 539 990 1170 1082 - -
Female 1,880 480 570 522 480 600 539 970 1150 1061 - -
Male 1,897 520 610 563 480 600 539 1010 1190 1102 - -

Fall 1994 3,872 490 600 541 480 600 537 990 1170 1078 3,909 2.69
Female 2,008 480 570 522 480 590 536 970 1150 1058 2,034 2.78
Male 1,864 510 610 562 480 600 538 1010 1190 1100 1,875 2.61

Fall 1995 3,821 490 600 550 490 600 545 1000 1180 1095 3,849 2.82
Female 1,925 520 580 531 490 600 545 990 1160 1076 1,937 2.91
Male 1,896 490 620 570 490 600 545 1020 1210 1114 1,912 2.73

Fall 1996 3,953 500 600 552 490 600 547 1010 1190 1099 3,972 2.85
Female 1,944 480 580 531 490 600 545 990 1160 1077 1,960 2.94
Male 2,009 520 630 572 500 600 548 1030 1210 1120 2,012 2.77

Fall 1997 3,710 500 610 557 500 610 551 1020 1200 1108 3,721 3.09
Female 1,981 490 590 538 500 600 548 1000 1170 1086 1,992 3.17
Male 1,729 520 630 578 500 610 555 1040 1230 1132 1,729 2.99

Fall 1998 3,836 510 620 566 500 610 558 1030 1220 1124 3,852 3.16
Female 1,997 490 590 545 500 610 554 1010 1190 1099 2,009 3.23
Male 1,839 530 640 588 510 620 563 1060 1250 1151 1,843 3.08

Fall 1999 4,022 520 620 570 510 620 564 1040 1220 1133 4,050 3.26
Female 2,165 500 600 551 510 610 559 1020 1190 1110 2,183 3.33
Male 1,857 540 650 592 520 620 569 1070 1250 1160 1,867 3.17

Fall 2000 3,695 510 620 569 500 620 558 1030 1230 1127 3,714 3.33
Female 2,057 490 600 548 500 610 553 1010 1200 1102 2,070 3.37
Male 1,638 540 650 595 510 630 565 1060 1270 1159 1,644 3.28

Fall 2001 4,159 510 620 565 500 610 552 1020 1220 1117 4,183 3.35
Female 2,269 500 600 545 490 600 545 1000 1180 1090 2,286 3.40
Male 1,890 530 650 589 500 620 561 1050 1250 1150 1,897 3.29

Fall 2002 3,298 510 630 571 500 620 554 1020 1230 1124 3,322 3.42
Female 1,763 500 610 550 500 610 549 1010 1200 1099 1,783 3.48
Male 1,535 540 650 594 500 620 560 1050 1260 1154 1,539 3.36

Fall 2003 4,022 520 630 576 510 610 561 1050 1230 1137 4,054 3.28
Female 2,024 510 600 555 500 600 553 1020 1200 1107 2,049 3.39
Male 1,998 550 650 598 520 620 570 1090 1250 1167 2,005 3.18

Fall 2004 4,172 520 630 576 510 610 561 1050 1220 1137 4,204 3.29
Female 2,079 500 600 553 500 600 553 1020 1190 1106 2,105 3.37
Male 2,093 550 650 598 520 620 569 1080 1250 1167 2,099 3.22

* Number of students for whom these data were available.

Note A. Effective Fall 1996, the College Board began reporting SAT scores on a new set of scales based on a larger, more diversified reference
group
from the 1990's. Recentering reestablishes both the average verbal and math scores near 500, the midpoint of the 200 to 800 scoring scale
This allows verbal and math scores to be compared directly as a measure of the two kinds of skills.
Note B. 25th - 75th percentile represents the range of scores for the middle 50% of students.
Note C. Effective Fall 1997 High School GPA is a weighted average (Honors and Advanced Placement courses are given extra credit), and
therefore is no comparable to previous years.
Note D. The numbers pertain to students who were processed through the Office of Undergraduate Admissions, submitted SAT scores, and were
enrolled in a credit-bearing course at the end of the 14th calendar day of the semester.

Source: OIR admissions census file, September.

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 Smart BoysBad Grades

Mean grade point average of high school graduates, by gender

*+ Female students
Male students

4.0
Mean grade point average

3.8

3.6

3.4

3.2
3.00 3.05
3.0 2.90
* *
2.8 2.77 * +
+
2.6
* +
2.68
2.79 2.83

+
2.59
2.4

2.2

2.0

1990 1994 1998 2000

High School graduation year

Source: U.S. Department of Education, Institute of Education Sciences,

National Center for Education Statistics,
High School Transcript Study (HSTS), 2000, 1998, 1994, 1990

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 Smart BoysBad Grades

Coates and Draves Survey on Late Homework

In September of 2004 Coates and Draves surveyed 200 K-12 teachers about late
homework.
The purpose of the survey was to gain further documentation that:

Boys more than girls turn in homework late;

That late homework is penalized, thus lowering the homework grade for boys.

It is our contention, and current research demonstrates, that a major source of the GPA
gap between boys and girls is that boys often turn in homework late, or not at all.

The reason why boys turn in homework late, or not at all, is neurological in origin. That
is, males are challenged by problems they cannot yet solve, but when a problem is not
challenging (can be done) it becomes boring and is not worth spending time on.
If a boy can do the homework, he is not challenged and prefers to 'solve' an unsolved
problem or challenge.

From our database of 650 K-12 teachers, 200 were chosen by random and surveyed.
There is no data on the grade taught nor the geographic location, although email
addresses indicate responses from Ohio, Idaho, Canada,Wisconsin, and Oklahoma at a
minimum.

The response rate was 12.5%. Normally this is not high enough for a valid statistical
survey, but using a commonly accepted statistical formula, the results are valid.
Additional surveys could have been sent out, but it was deemed a duplicative activity
given the responses.

Q1. Are girls or boys more likely to turn in homework late?

Responses: 84% said boys; 8% said neither; 4% said girls; and 4% said don't know.

Q2. If you answered either Girls or Boys, would turning homework in on time improve
(help) their grade?
Responses: 96% said yes; 4% said no.

Conclusion

The survey provides documentation that if boys were not penalized for turning in
homework late, their homework scores, grades, and overall GPA would improve.

We have not see any data from schools separating homework scores from test scores.
Thus, there is no school data on the GPA impact of penalties for late homework for boys.
To get some data on this aspect of the problem, the survey of K-12 teachers provides
documentation that:

Boys are more likely to turn in homework late than girls, by a wide margin.

That boys are penalized for late homework, thus lowering their homework scores,
grades and overall GPA.

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 Smart BoysBad Grades

Gender and High School GPA An example of correlational research

Male Female

High school GPA Mean 3.29 3.47

Std. Deviation .584 .497
N 161 377

When you were in High school,

in general, what was the lowest
grade that your parents regarded
as acceptable Mean 2.50 2.44
Std. Deviation .681 .645
N 161 377

Source: Alan E. Marks, Department of Psychology, Oglethorpe University, 2004

Http://www.oglethorpe.edu/faculty/~a_marks/Inquiry%20101/Gender%20and%20High%20and%20

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 Smart BoysBad Grades

High School Seniors' Educational Expectations by Gender, 1976-1999

Girls
Boys

70%

60% Complete College, Girls

% responding they definitely will

50%

Complete College, Boys

40%

30%
Attend Grad/Prof School, Girls

20%

Attend Grad/Prof School, Boys

10%

0%
77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98
(Three Year Moving Averages)

Source: Monitoring the Future Survey

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 Smart BoysBad Grades

Ruling Out Other Explanations

Boys are not as intelligent as girls.

Fortunately no one has seriously posed this as an explanation.

Parents are not raising their boys with good academic habits.
Boys get lower GPAs even when their sisters do well in school. Why parents would raise
good girls and bad boys is not explained by the proponents of this theory.
There is no documentation on what, precisely, parents do wrongly in raising boys. There
is no documentation that parents do anything wrong in raising boys.

The problem is because of participation of minority and low-income students.

First of all, the problem exists in societies where there are few minority students,
such as Finland and New Zealand. Second, the problem exists among high income
white families. Since white students account for the large majority of entering college
freshmen each year, minority participation in schools would not account for this.

The problem lies in recent social problems in families.

The issue exists in two-parent traditional families. No study indicates that there is a
gender difference with students from single parent families. If this had merit, girls from
single parent families would be similarly affected.

Boys today behave badly.

All of the studies indicate that boys behave better today than boys in previous
generations. The crime rate is down, drug use is down, pregnancy is down.
There are no consistent reports of bad behavior on the part of boys in the workplace.

Boys are lazy and unmotivated.

Boys are not lazy and unmotivated in the workplace. When the same boys leave school,
they are not lazy nor unmotivated at jobs.

Boys just want to play.

This is true. But it has always been true. And “play” is seen by the best educators as
preparation for life. There is no documentation that boys today want to play any more
than their great great grandfathers 100 years ago.

We need to raise boys like we raise girls.

Boys' behavior is different than girls' behavior beginning in the womb. It has not been
stated what mothers do differently with their unborn boys. The only explanation
proposed is that boys' behavior in the womb is due to genetic gender differences, not any
problem with mothers.

Boys need more verbal skills.

Females have better verbal skills than males, due to neurology, but that has always been
the case, even when boys were a majority of college students and doing equal to better
than girls in school. The data from the Univ. of Mass. Indicates that even when boys
score higher on verbal SATs than girls, their GPA is still lower.

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 Smart BoysBad Grades

References for Smart Boys, Bad Grades

(1) "Where the boys aren't," by Brendan I. Koerner, U.S. News, February 8, 1999.

(2) Degrees conferred by institutions of higher education, by level of degree and

Sex of student, 1949-50 to 1993-94, National Center for Education Statistics,
Earned Degrees Conferred.

(3) Males' learning needs ignored? By Doug Carroll, The Arizona Republic,
November 1, 2004, page B3.

(4) Boys and Girls Learn Differently! By Michael Gurian, Jossey-Bass, San
Francisco, 2001.

(5) The High School Transcript Study, US Department of Education, 2004, page 3-7.

(6) If we take the difference between the average GPA for girls and boys, the
percentage is about 6%. But this does not fairly represent the difference,
because most scores are clustered around the mean for both sexes. In addition,
the percentage is based on a 1.0 4.0 scale, not a 100% scale.

North Carolina State University math instructor Laura Taylor suggests a graph
with two overlapping bell curves to better demonstrate the significance of the
gap.

(7) "Improving Boys' and Girls' Academic Achievement," Conseil Superier de

L'Education, Government of Quebec, Canada

(8) The Trouble with Boys, The Guardian, August 21, 2000.

(9) The Achievement of Boys, Winter 1999; and Promoting Boys' Achievement,
Education Review Office, Education Ministry, Government of New Zealand.

(10) An Overview of Course Completion in Ireland, Mark Morgan, Educational

Research Centre, St. Patrick's College, Dublin, 2001.
Http://www.ucc.ie/ucc/units/equality/Conferences/Maturestudents2001/markmorgan.htm

(11) The Education of Boys, Department of Education, Training and Youth Affairs,
Australian Government, August 2000.

(12) In secondary school in the United Kingdom, 74% of those excluded in the third
year were boys. BBC Story, Education, August 16, 2004.

(13) Virginia Woolf wrote “Children never forget.” The oldest 'boy' we interviewed was
Landon Divers, age 102. When he was a senior in high school, he was the only
student to pass the physics exam. However, he did not turn in the text workbook,
as he explained he did not need it for the course. The teacher gave passing
grades to all the other students who had failed the course, and flunked Mr.
Divers. Because he was a senior, he had to take the entire senior year over
again. It was clear in our interview that this wasted year still hurt him after 80+
years.

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 Smart BoysBad Grades

(14) Interviews with faculty who do not penalize students for turning in homework late
indicate there are no problems with the policy. Sissy Copeland of Piedmont
Technical College has had this policy for several years without any problems. Bruce
Jones of West Georgia College reported only one student out of 43 had academic
problems with the no-penalty for late homework policy. Carol Ann Baily of Middle
Tennessee State University provides bonus points for homework turned in on time,
but does not penalize a student for late work. Robert O. Phillips of Eastern New
Mexico University reports that students turn in homework in the same time pattern
when there is no penalty as when there were late penalties. That is, most students
turned in homework on time even when there was no penalty for late work.

(15) Students question degree gender gap, BBC News, February 12, 2003,
http://news.bbc.co.uk/1/hi/education/2750787.stm

(16) By grade 12, for example, the percentage of males who don't do homework is 13.2%
and the percentage of girls is just 3.1, U.S. Department of Education 1998 figures
quoted in Sommers, page 29.

(17) A literature search found only one reference to the difference between work turned in
on time, and that citation said that girls were equal to boys in work timeliness.
Interviews were also conducted by the authors with executives of an Illinois human
resources association and a Wisconsin human resources association. Both
executives knew of no gender related problem in the workplace with boys. According
to the owner and founder of a national employment agency and Kelly Girl temporary
help, John Willetts of Fox Point, Wisconsin, over the course of several decades of
observing young men and young women in the workplace, he cites no significant
difference between the punctuality and on-time performance between young men
and young women.

(18) Authors' conversation with educator Wendy Novak, Winona, Minnesota.

(19) United States Congress, House Committee on the Judiciary, March 28, 1924. Child
Labor, compiled by Julia E. Johnsen, HW Wilson Company, New York, 1924, page 145.

(20) Nine Shift: Work, life and education in the 21st Century, by William A. Draves and
Julie Coates, Learning Resources Network (LERN), River Falls, WI, pages 225 - 227.

(21) "The Myth That Schools ShortChange Girls: Social Science in the Service of
Deception," Dr. Judith Kleinfeld, University of Alaska, Fairbanks, 1998.

(22) “Nancy Cole, president of the Educational Testing Service, terms it the spread
phenomenon: On almost any intelligence or achievement test, male scores are more
spread out than female scores at the extremes of ability and disability….” The War
Against Boys, by Christina Hoff Sommers, Simon & Schuster, 2000, page 32.

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 Smart BoysBad Grades

About the Authors

Julie Coates is Vice President for Information Services at the
Learning Resources Network (LERN), a national education
association.

She is one of the foremost authorities in the world on generational

learning styles, and teaches an online course on the subject for
teachers and faculty as part of the graduate program with the
University of South Dakota. Julie Coates
Ms. Coates attended Cornell University, North Carolina State University, and pursued
graduate study in public administration and adult education at Kansas State University,
from which she earned her Masters Degree.

She has been interviewed by the BBC, New York Times and other media, has done
conference keynotes and seminars in Russia, Germany, Australia, Mexico, Canada and
throughout the United States. She was invited to present her work at Vassar.

Julie has worked with more than 20 boys, including low-income, minority, and at-risk
boys. Born in 1946, she is the first citation if one googles “world's oldest baby boomer.”
She has had three sons, including a Gen Xer, Gen Y son, and African-American foster
son.

William A. Draves, CAE, is an internationally recognized teacher,

author and consultant and President of LERN.

He is one of the most quoted experts on lifelong learning and

online learning by the U.S. media, having been interviewed by The
New York Times, Los Angeles Times, Washington Post, Wall
Street Journal, National Public Radio, NBC Nightly News and
William A. Draves Wired.com.
Draves holds a master's degree in adult education from The George Washington
University in Washington, DC. He has authored six books, including “Teaching Online”
and “How to Teach Adults,” which has sold more than 100,000 copies. He has taught
more than 5,000 faculty on how to teach online, and hundreds of elementary and
secondary school teachers about using the web in the classroom.

Draves and Coates are co-authors of Nine Shift: Work, life and education in the 21st
Century. Among the many positive reviews, BBC Global Business reporter Peter Day
flew to Wisconsin to interview Draves and Coates, calling the book “Fascinating.”
Educators in at least six countries have ordered the book. The book web site is
http://www.NineShift.com and the Nine Shift Weblog is at http://nineshift.typepad.com

Speaking and Seminars

The authors are available for speaking engagements, including conference
keynotes, faculty development seminars, and media interviews.

Email either [email protected] or [email protected].

More information available at:

www.SmartBoysBadGrades.com www.NineShift.com
www.LERN.org www.WilliamDraves.com

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 Smart BoysBad Grades

New! Smart boys, bad grades

Why boys get worse grades than girls and are only 35%
of graduates in higher education
Finally, answers to one of the biggest crises in
education today.
Never before released, this report contains new information not available
anywhere else.
Coates and Draves have done the research. They have surveyed teachers, talked to boys, looked at
grades in online grading systems, reviewed the literature, monitored the studies, talked with parents,
and mentored almost a dozen boys themselves.

The BBC calls Coates and Draves' work “Fascinating.”

What to do:
1. Read the report thoroughly to understand this important issue. The answers are summarized on
page 6.
2. Tell others about this issue and the answers.
3. Send the authors any data you have about the issue.

Follow up action:
Parents, go to www.SmartBoysBadGrades.com for free tips on how to advocate and support your
son.
Teachers, go to www.SmartBoysBadGrades.com to get a complimentary copy of the Top 20 Tips for
teachers in helping boys learn.
Schools and colleges should contact the authors about seminars for faculty and administrators.
Media contact the authors for an interview.

This report published by the Learning Resources Network (LERN), a nonprofit national education
organization. Email [email protected] Call 800-678-5376 Visit: www.lern.org

LERN
- By -
Julie Coates and William A. Draves