Sex differences in school science performance from middle childhood to early adolescence

We investigated whether the sexes differ in science performance before they make important course and career selections. We collected teacher-report data from a sample of children from the Twins Early Development Study (TEDS) assessed at ages 9, 10 and 12 years (N > 2500 pairs). In addition we developed a test of scientific enquiry and administered it to a sub-sample of TEDS (n = 1135; age = 14 years). We found no evidence for mean sex differences in science performance assessed by teachers, or by our test of scientific enquiry, although boys were somewhat more variable. At a time when adolescents are making important course choices, girls are performing just as well as boys.