# Gender gap in predicted grades raises questions over university admissions Teachers predict higher grades for girls than boys with same exam results. - **Source:** [Phys.org - latest science and technology news stories](https://brifing.si/source/8b0f98da-d179-4c93-871f-7ac460bf9c61) - **Published:** 2026-07-27 - **Original article:** - **On Brifing:** https://brifing.si/s/a1cf71e9-bbab-4037-b0c8-b1472761a033 ## Scope and findings of the research The study analyzed data from over 350,000 students in England. It revealed that teachers predict higher A-Level grades for girls compared to boys, even when their actual exam results are the same. These predictions showed inconsistencies when compared to students' real exam performances. A bias in favor of girls was particularly noticeable among students with identical exam performances. This raises concerns about the fairness of using predicted grades in university admissions. ## Role of predicted grades in university admissions In England, university admissions heavily rely on teachers' predicted grades. These grades allow students to apply to universities before taking their final exams. However, the research suggests that this system may contain gender-based biases. Higher predicted grades for girls could potentially disadvantage male students. This might lead to inequalities in the university admission process, questioning the objectivity of the current system. ## Possible reasons for gender inequality Researchers highlight several potential reasons for teachers predicting higher grades for girls. Positive perceptions of girls' classroom behavior or teachers' biases about girls' academic discipline could play a role. Additionally, girls' higher participation in class might influence teachers' predictions. These factors challenge the objectivity of predicted grades and call for a reevaluation of how they are used in admissions. ## Alternative methods for university admissions The findings about potential unfairness in predicted grades have sparked discussions about alternative admission methods. Some experts suggest restructuring the application process to wait for actual exam results. Another option could be evaluating students' portfolios or project-based work. Such methods might reduce inequalities caused by the current reliance on predicted grades, ensuring a fairer admission process for all students. ## Impact on education policies The research findings indicate a need to review education policies in England. The use of predicted grades, especially in the context of gender inequality, should be reassessed. The Department for Education and universities must work towards developing a fairer system in light of these findings. Additionally, awareness training for teachers about unconscious biases in grade predictions could be implemented to address the issue. ## Similar studies and global context This UK-based study raises questions about whether similar issues exist in other countries. For instance, systems using predicted grades are also present in the US and Canada. Research in these countries could reveal how widespread gender-based biases are. Understanding how teachers' predictions vary across cultures could contribute to solving inequalities in education systems worldwide. ## Effects on students and parents The research findings could have significant implications for students and parents. Gender-based differences in predicted grades might lower male students' motivation. It could also undermine parents' trust in the university admission process. Therefore, educators and policymakers need to initiate transparent discussions about these issues. Steps should be taken to address concerns and maintain confidence in the education system. ## Future research and solutions This study marks an important step in revealing gender biases in predicted grades. However, more in-depth research is needed. Future studies could analyze in detail what factors influence teachers' predictions. Additionally, work should be done to develop fairer alternatives to predicted grades for university admissions. Such efforts could help achieve greater equality in higher education access. ## Sources covering this story - https://phys.org/news/2026-07-gender-gap-grades-university-admissions.html — --- _Summary written by Brifing from the original reporting. Copyright in the original article belongs to its publisher; read the full piece at the link above._