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The Ethiopian MOE National Girls Education Strategy report (2010) found that the achievement of girls is less than boys across all levels of education. The research literature demonstrates that educated societies, especially with respect to girls and women, have healthier populations and there is a proven link between years of schooling and economic prosperity (Clarke, 2011; Rihani, 2006; Rose & Al-Samarrai, 2001; Subrahmanian, 2005).This study sought to determine gaps in teacher knowledge, motivation, and organization that affect girls achievement. Findings from this study reveal that the performance of girls is obscured by inflated passing rates that result from an extremely low government benchmark to pass the test, which conceals gender inequities. The study also found negative implications for overage students, particularly overage girls, who often drop out of school at the onset of puberty or due to cultural practices including early marriage (Colclough, 2000; Lewin, 2007).

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Mary Anna Noveck holds a masters degree in education from UCLA and a Global Executive Ed.D from USC. Her doctorate studies concentrated on examining educational challenges and solutions from around the world with her dissertation of practice focused on examining gender inequities in grade 8 Ethiopian girls achievement.

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