In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different subjects. At A-level males are more likely to study subjects such as; business studies, politics, economics and technical subjects, whereas females are more likely to study subjects such as; English and Modern Languages, and a large percentage also tend to choose Sociology and Psychology. Sociologists argue that these patterns of achievement and subject choice are the result of factors both within the education system and wider society. These changes within the education system are seen as the result of gender differences in education, although, external factors such as the impact of feminism, changes in the job market may have also influenced the increase in girls grades within education.

Firstly, it may be argued that the way pupils are assessed has favored girls and disadvantaged boys. Sociologist Pirie (2001) believes that coursework being introduced has benefitted girls at the expense of boys. As research found that boys tend to cram for exams effectively but fail at coursework as they are poor at organising effectively to complete coursework, whereas research by Burns and Bracey (2001) found that girls are better at this