Nevada girls fell behind in maths since the pandemic. Reasons aren’t clear
Summary
New analyses from the Stanford Education Data Archive (SEDA) and the National Center for Education Statistics (NCES) show that girls in Nevada lost notably more ground in maths than boys between 2019 and 2024 — roughly an extra 0.43 of a grade level. While maths scores fell for all students during the pandemic, boys’ results recovered faster, widening the gender gap.
The data show particularly large drops in the state’s biggest districts: Clark County girls lost about 81% of a grade compared with boys’ 35%, and Washoe County girls lost about 78% compared with boys’ 42%. Researchers point to possible causes including worsening mental health among girls during the pandemic, persistent STEM stereotypes, peer‑group pressures and shifts in teacher attention related to behaviour, but no single cause is confirmed. Local efforts such as robotics clubs with female mentors and UNR’s Women in STEM outreach are being used to rebuild participation and confidence.
Key Points
- SEDA/NCES data indicate Nevada girls lost the equivalent of ~0.43 of a grade more than boys in maths from 2019–2024.
- In Clark County girls lost ~81% of a grade vs boys ~35%; in Washoe County girls lost ~78% vs boys ~42%.
- Possible drivers include poorer mental health for girls during the pandemic, STEM stereotypes and peer influences.
- Girls’ reading outcomes did not fall in the same way — the decline is concentrated in maths/STEM.
- School responses include female mentorship in robotics, UNR’s Women in STEM programme and targeted engagement work.
- Teacher observations vary: some see balanced classrooms, others note peer‑group effects on girls’ motivation.
Context and relevance
This story matters for anyone following K‑12 recovery, gender equity in STEM and education policy. It suggests much of the progress made in the 2010s has been eroded and flags where interventions — mental‑health support, mentoring, curriculum and classroom strategies — may be needed to help girls catch up.
Why should I read this?
Short and useful: Nevada girls slid back in maths after COVID and we still don’t have a neat explanation. If you’re interested in keeping girls in STEM or improving post‑pandemic school recovery, this is worth a quick read — it highlights the problem and where efforts are already being tried.
Author style
Punchy: the summary cuts to the data, the mystery causes and practical fixes schools are testing. Read the full article if you want the district figures and quotes; otherwise this saves you the time.