This article critiques the use of gender gaps in school enrollment and attainment as sole indicators of progress in education equality. Analyzing data from 43 low- and middle-income countries over ten years, the authors reveal that binary views of gender parity are often incomplete and misleading. They advocate for a more inclusive approach to measurement, combining gender gap data with information on changing enrollment/attainment levels, emerging gender gaps at different schooling levels, gender-related barriers, and gender differences in the return on education investments. This aims to inform more effective policies.
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