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This meta-analytic study replicates the presence of a small but significant and stable female advantage in school marks while also identifying critical moderators. This advantage extends to most course subjects (e.g., language, math, science). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent “boy crisis” in school achievement.

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