Reducing Inequality or Creating greater Gap? Gender Differences in Cognitive Development and the Hong Kong Secondary School Places Allocation System Reform

In 2002, the Hong Kong Secondary School Places Allocation System made an important policy shift. The old strategy which allocated boys and girls separately was replaced by a new strategy which allocated boys and girls together. Using the TIMSS (Trends in International Mathematics and Science Study) data and a DDD (difference-in difference- in differences) approach, this paper investigates the influence of the change of SSPA system on the within-school gender gaps in mathematics and science literacy. This research will have both essential theoretical and policy implications. Regarding of theoretical implication, we can contribute new evidences to the existing theoretical controversy on the gender differences in cognitive development. Regarding of policy implication, we can offer practical suggestions to the policy of secondary school allocation, and also provide valuable reference for the ongoing educational reform in Mainland China and other areas.