Classroom Dynamics and Student Performance

The teacher reflects on the academic performance of students, noting that girls generally achieved better grades than boys. Despite this, the teacher had closer relationships with some male students, which may have been influenced by shared gender. The teacher maintains connections with former students, equally split between genders, and considers some for roles at DonorsChoose.org. The teacher is not a policy expert but wishes to understand why boys might not perform as well academically.

What did the teacher observe about the academic performance of girls compared to boys in the class?

• Both genders performed equally well.

• The teacher did not notice any difference.

• Girls generally received better grades than boys.

• Boys generally received better grades than girls.

Why did the teacher feel a closer bond with some male students?

• They shared similar interests.

• They were in the same sports team.

• They shared the same gender.

• They spent more time together after class.

How does the teacher describe the gender distribution of former students they keep in touch with?

• More students from other classes.

• Equally split between male and female students.

• Mostly female students.

• Mostly male students.

What is the teacher's approach to selecting former students for roles at donorschoose.org?

• Prefers female students.

• Prefers male students.

• Selects an equal number of male and female students.

• Chooses based on academic performance.

What does the teacher wish they understood better about student performance?

• Why girls perform better in sports.

• Why students prefer certain subjects.

• Why boys might not perform as well academically.

• Why students choose certain career paths.

What does the teacher admit about their expertise in educational policy?

• They are an expert in educational policy.

• They have no interest in educational policy.

• They wish they could speak more on educational policy.

• They have written several papers on educational policy.