– Results for eighth graders indicated no differences between students in single-sex and coeducational schools in mathematics and science achievement.
– Results from the 2003 TIMSS data replicated the finding: students’ mathematics and science achievement was unrelated to the gender composition of their school.
– For both the 2007 and the 2003 data sets, students’ performance was consistently significantly predicted by factors related to socioeconomic status; students (both boys and girls) performed better on the mathematics and science exams when their fathers had more education, their families had more resources, and a lower proportion of their schoolmates came from economically disadvantaged families.
– Both boys’ and girls’ mathematics performance was predicted by the amount of time spent on homework; students do worse when they spend relatively more time on mathematics homework (or students spend more time on homework when they are performing poorly).