I’ve recently been looking at the idea of school climate and its possible relationship to the gender gap in educational achievement for a forthcoming blog post, a fact I mention for a couple of reasons:
firstly, because I think the notion of school climate and its possible impact on educational 
achievement is an interesting idea, both conceptually and practically, that’s not really been adequately, if at all, addressed in the A-level literature and, secondly, by way of trying to create the impression that I actually plan these blog posts. I’ll leave you to decide which, if any, of these is more important (but I know where I’m placing my bet).
I mention this by way of introducing a useful and informative document I chanced across called Addressing Gender and Achievement: Myths and Realities (2009) and published by what was then the Department for Children, Schools and Families (it’s anyone’s guess what it’s called now).
In a nutshell, the document sets-out to bust-some-myths about gender and educational achievement in a simple and straightforward way:
• state the myth (“Coursework favours girls and ‘sudden death’ examinations favour boys”).
• bust it with evidence (“Changes in assessment practice reducing the value of the GCSE coursework component have had little impact on gendered achievement patterns”).
• briefly explain the evidence.
As such, it’s not only a useful and informative little document, it’s also one that’s a decidedly student-friendly read (which is quite handy if you like to get your students to read stuff).