The current study involved multilevel analysis of high-stakes examination results (i.e., GCSE) in Northern Ireland to investigate gender differentials in mathematical achievement, whereas most previous research in the area used results from low-stakes tests (i.e., PISA, TIMSS). The analysis supported the gender similarities hypothesis with respect to both overall and content domain-specific mathematical attainment. Similar conclusions were drawn from the current study as have been reported in studies into gender differentials using data from low-stakes assessments in the respective jurisdiction. This suggests that previously expressed concerns in the literature about the viability of using data derived from low-stakes assessments to accurately assess gender differentials in achievement may be unfounded. Furthermore, the context for the current study permitted an investigation into the effects of school type (grammar versus non-grammar) and gender on overall and domain-specific mathematical achievement, an area that has received scant attention in the literature. School type was not found to have an effect on the applicability of the gender similarities hypothesis with respect to mathematical achievement. The study findings are likely to prove useful to researchers and policymakers who are interested in gender equity issues in mathematics.

当前的研究涉及对北爱尔兰高风险考试结果（即 GCSE）的多层次分析，以调查数学成就中的性别差异，而该领域以前的大多数研究都使用低风险测试（即 PISA、TIMSS）的结果。该分析在总体和特定内容领域的数学成绩方面支持性别相似性假设。从目前的研究中得出了类似的结论，正如在使用各自管辖范围内低风险评估数据的性别差异研究中所报告的那样。这表明，先前在文献中表达的关于使用低风险评估数据来准确评估性别差异的可行性的担忧可能是没有根据的。此外，当前研究的背景允许调查学校类型（语法与非语法）和性别对整体和特定领域数学成就的影响，这一领域在文献中很少受到关注。没有发现学校类型对性别相似性假设在数学成绩方面的适用性有影响。研究结果可能对对数学中的性别平等问题感兴趣的研究人员和决策者有用。没有发现学校类型对性别相似性假设在数学成绩方面的适用性有影响。研究结果可能对对数学中的性别平等问题感兴趣的研究人员和决策者有用。没有发现学校类型对性别相似性假设在数学成绩方面的适用性有影响。研究结果可能对对数学中的性别平等问题感兴趣的研究人员和决策者有用。