- Separate univariate ANOVA revealed a decrease in the academic achievement differences of male/female subgroups in the intervention cohort when compared to the control cohort.
- Analysis of the control cohort showed significant main effects of gender.The gender effect was no longer significant in the intervention cohort.

Barnard College

- The results showed significant improvement in post-intervention groups normally disadvantaged in the achievement gap, while the performance of groups normally benefitting from the achievement gap did not significantly change, implying that the achievement gap was effectively closed by this intervention.
- The increase in percentages of academic performance and retention rate ranged from 5 to 34% for number of credits earned and from 10 to 54% for retention rate.

Goal-setting intervention for the gender achievement gap: results

Schippers, M. C., Scheepers, W. A., & Peterson, J. B. (2015). A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications, 1, Article 15014. https://doi.org/10.1057/palcomms.2015.14

A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

- Between cohorts, χ2 analysis with retention (percentage of cohort) as the dependent variable revealed that retention rate was significantly increased for the male majority students.
- There was no significant increase for the female majority students.
- Within the cohorts, retention rate differences between the pre-intervention groups were significant, however, the differences in the intervention cohort were reduced below statistical significance.

Goal-setting intervention results: Retention rate

- ANOVA between cohorts revealed that there was a significant increase in number of ECTS credits earned in both male majority students and male minority students.
- There was no significant increase in ECTS credits for either female majority students or female minority students.

Goal-setting intervention results: Academic achievement

- There was a marked reduction in the gender gap with respect to retention after 1 year. In the control cohorts, there was a difference of 8.6 percentage points between female students (Retention = 62.8%) and male students (Retention = 54.2%). 
- The post-intervention retention difference shrank to 0.2 percentage points in the intervention cohort (Retentionfemale students = 72.0%; Retentionmale students = 71.8%), a gender gap reduction of 97.67%. Thus, the goal-setting intervention virtually eliminated the gender gap in retention.

Goal-setting intervention results for the gender academic achievement gap: retention rate

- At the students' university where the study took place, they are allowed to skip regularly-scheduled exams and wait for exam re-sits instead. The researchers hypothesized that a decrease in number of re-sits would mark increased commitment to achieving their goals. 
- Univariate ANOVA revealed that. There was a significant gender effect and a significant ethnicity effect in control cohorts in terms of number of exams taken.
- However, neither the gender effect nor the ethnicity effect remained significant in the intervention cohort. 

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