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Introduction In recent decades there has been much study into sex learning problems and the apparent learning disparity between girls and boys. Such studies have included investigations into boys' underachievement in literacy and girls' underachievement in mathematics. The aim of such research is to recognise crucial reasons why these trends are happening and perhaps more importantly, to address these within the classroom. Since the introduction of the National Curriculum, nationwide testing and assessment has offered a thorough account of attainment at all key stages, especially in the key areas of numeracy, science and literacy. However, such outcomes should not be used exclusively when talking sex gap. It's also important to consider the role of gender stereotyping, attitude and classroom behaviour, and contemplate how these affect the learning procedure. In this essay I will discuss the key issues and the reasons for this underachievement, the ways these can be addressed at school level and the effect these have within the classroom. Boys and Literacy It is a common belief that historically women perform better in English than boys. Past and current research support this concept as the table below illustrates. In the 1998 OfSTED (Office for Standards in Education) Report Recent Research on Gender and Educational Performance the figures showed that at Key Stage 1 women were outperforming boys in studying with 83 percent of women in the anticipated level and only 73 percent of boys (OfSTED, 1998). More recent research suggests that this trend still holds true at Key Stage 2, the OfSTED Report The National Literacy and Numeracy Strategies and the principal Curriculum says that th...