This study examined factors that influence the relative academic attainment of males and females and how good performance by both genders can be achieved. The study involved a review of literature and policy documents, statistical analysis of official data, a questionnaire survey of local authorities, and case studies of six secondary schools in Scotland and their associated primary schools. Findings included the following: girls have a better average attainment across school years, although there are still gender differences across the curriculum; boys are assigned more often than girls to learning support programs; and socioeconomic disadvantage is still a major source of underachievement. Findings indicated that there is no one, simple explanation for gender differences, and factors affecting attainment include peer influence, the interaction of teaching and learning styles, teacher-pupil relationships and classroom interactions, curriculum content and assessment methods, and parental and societal influences. These findings suggested several strategies and recommendations for addressing gender differences. (Contains 16 references.) (EV)