Gender and socio-economic background of a pupil have a link to school
opportunities and achievement. However, their effects vary across cultures and
environments. This paper examines gender parity in primary schools in Kenya
and factors that explain the differences in performance in mathematics and
reading. The paper also presents an analysis of internal efficiency and gender
equity in primary schools in Kenya and empirical evidence on what explains
achievement in mathematics and reading scores. Gender differentials are
manifested in schooling performance. Various gender-related and socio-economic
variables affect pupils’ performance in mathematics and reading differently.
Overall, boys perform better than girls in both mathematics and reading.
Teachers’ competency in subject matter has positive impact on performance in
reading and mathematics. Emerging policy implications include need to put
more emphasis on the professional development of teachers in mathematics and
reading; and enhancing reading skills for both teachers and students. Pedagogical
interventions in Kenya’s basic education should focus on improving performance
of girls in both mathematics and reading. Provision of basic schooling sanitation
facilities should also be increased. General reduction in poverty levels would
lead to improvement in schooling performance.