Analyzing the impact of COVID-19 on gender gaps in mathematics: The role of socioeconomic status in Chile

In many countries, the COVID-19 pandemic widened pre-existing gaps in educational outcomes. This study estimates the differential effect of the pandemic on girls' and boys' mathematics achievement progress from Grades 6–10 in Chile, where extended school closures took place. To this end, we analyzed data from a national standardized test ( N = 415,046 students) using multilevel models. The gender gap in mathematics achievement gains increased significantly to the detriment of girls during the pandemic. The widening of the gap was larger in high-SES schools. These findings underscore the gendered nuances of socioeconomic advantage within the Chilean school system. • Results from multilevel models were compared across three student cohorts. • We found evidence of differential school effectiveness based on student gender. • Chile's school closures widened gender gaps in mathematics achievement progress. • Only high-SES boys avoided mathematics learning losses associated with the pandemic. • Persistent monitoring of the pandemic gendered impacts on education is urged.