Almost allhigher-level posts in education, both in universities and in schools, are occupied by men. Men still earn on average far more than women, yet when exam results start to favour girls you respond with a “10-point plan to raise performance” of boys. Over the past 20 years we have discovered that when boys and girls are given equal chances in schools, the girls do better. I am all in favour of putting a tremendous effort into Reading Recovery and ensuring that pupils of whatever sex, race or ability reach as high a standard as possible, but if we have a special programme for boys is there not a risk that we will encourage boy-centred tendencies in society? We do not want to put the clock back for girls.

DR S WILKINSON

Sevenoaks

Kent