Endo, J. & Torralba, A. (2026). Desigualdad de género en el rendimiento en matemática: el papel de los factores escolares en el Perú. Lima: GRADE y CIES.

Peru has experienced a persistent gender gap in mathematics achievement in favor of males, with significant economic and social implications. Therefore, this study aimed to identify the relationship between various school-related variables and this gap in mathematics achievement. The methodology used was a hierarchical linear regression model with random coefficients. The results show that having a female teacher in this setting reduces the gender gap, while a high school socioeconomic status and a large class size tend to widen it. It is recommended to advocate for a gender-sensitive approach in education, incorporate awareness-raising, training, and supervision initiatives, and promote spaces for girls that allow this disparity to be addressed from an early age.