The second, fourth, fifth, and sixth rounds of data collected for the Early Childhood

Longitudinal Kindergarten Study for the 1998 through 2004 years were analyzed to determine the extent to which gender differences were present in reading and math for kindergarten, first grade, third grade, and fifth grade students. For each year, girls statistically significantly outperformed boys in reading, whereas boys outperformed girls in math. Effect sizes were small. Implications of these findings are discussed.