When the Tripartite System of secondary education was introduced in 1944, the 11+ Examination was organized in such a way that girls had a higher pass mark than boys. This was done to prevent females from achieving a disproportionate share of Grammar School places.

In terms of A-Level attainment, recent data indicates a continued gender difference in performance.

The number of men and women in higher education (HE) has increased significantly over the past 50 years, with the rate of growth for women being much faster than for men. 2014/5 -56% of HE students are women

Some statistics suggest that girls outperformed boys at O-Level exams in the 1960s and 1970s,with a 5% higher pass rate for girls than boys overall.

In the 1970s and 1980s, research into gender and education primarily focused on girls' ‘underachievement’. - boys still outperformed girls at A-level and degree level

Girls did not often progress to education after GCSEs

1970/1- only 33% of higher education students were women

While most girls in the 70s were aiming for love and marriage after their education, girls in the 90s prioritised their career and personal achievements.

1979- GIST (Girls into Science and Technology)

1984- WISE (Women into Science and Engineering)

Jackson (1998)- notes that the introduction of exam league tables has improved opportunities for girls. High achieving girls are more attractive to schools, whereas low achieving boys are not. This creates SFP.

Slee (1998) - argues that the boys are less attractive to schools because they are more likely to suffer from behavioural difficulties and are more likely to be excluded.

They conclude that girls are more successful in coursework because they are more conscientious and better organised than boys.

Weiner (1995) - argues that since the 1980s teachers have challenged such a stereotypes. In general sexist images have been removed from learning materials which helped to raise girls achievement by presenting them with more positive images of what women can do.

French and French (1983)

• Boys attracted more attention overall

Francis (2001)

• Boys received more attention overall because they were disciplined more

• Teachers had lower expectations of them

Swann (1998)

• Boys dominated class discussions and interrupted more often

• Girls were better at listening and cooperating in pairs or small groups

Women teachers are likely to be particularly important role models as far as girls educational achievement is concerned since, to become a teacher, the individual must undertake a long and successful education herself.