Going Beyond Test Scores: The Gender Gap in Italian Children's Mathematical Capability

This paper investigates the relationship between gender, attitudes and test scores in mathematics. We argue that in order to measure children’s capability in mathematics we need to include some indicators of the attitudes towards the subject. This is particularly important when we analyse gender gaps, because attitudes towards mathematics differ by gender. To this end, we first analyse the gender gap in attitudes and test scores separately using school fixed effects models. Second, we estimate a Structural Equation Model, which takes into account that mathematical capability is a latent construct of which we observe some indicators (test scores and attitudes). Using data from the Italian National Test (INVALSI) for year 5 and 10 in 2014 and 2015, results confirm that when we measure mathematics capability including attitudes and test scores, the gap between boys and girls changes and it is therefore relevant to consider both concepts.