Do Cisgender Boys Still Fall Behind in Cyber Schools? Evidence From a Large Charter Management Organization

• In Event: Innovations and Challenges in School Choice and Educational Equity: A Global Perspective

Abstract

This study examines academic performance differences between cisgender boys and girls in cyber schools, using data from a large national cyber charter school network. Prior research shows cisgender girls generally outperform cisgender boys in traditional schools. Analyzing data from 110,984 students in the 2019-20 school year, we found parents of cisgender girls more often cited bullying, safety, and mental health as reasons for choosing cyber schooling, while parents of cisgender boys cited suspension. Additionally, cisgender girls had significantly higher GPAs than cisgender boys in cyber schools, indicating that the gender gap persists in the online environment. These findings suggest a need for further research on interventions to address these disparities in cyber schools.

Authors

• Robert A. Maranto, University of Arkansas

• Dennis E. Beck, University of Arkansas at Fayetteville

• Martha Bradley-Dorsey, University of Arkansas at Fayetteville