{
  "alt": "County map of the United States on a brown-to-teal scale centered on zero. Counties toward the teal end, where boys scored higher in math, cluster across the Plains, the Great Lakes states and the Mountain West. Counties toward the brown end, where girls scored higher, fill the Deep South. Gray counties have no math estimate and include all of Virginia and the District of Columbia.",
  "caption": "Counties toward the high end of the key, where boys scored higher, cluster in the northern and central Plains, the Great Lakes states and the Mountain West, and every county in Alabama, Arkansas, Louisiana, Mississippi and South Carolina is toward the low end, where girls scored higher. The map plots each county's gap on a scale centered at zero; {fact:n_map_nodata} map units are gray with no math estimate, each with its reason in the tooltip.",
  "data": [],
  "id": "math_gap_map",
  "notes": [
    "Each gray county has the reason for its missing value in its tooltip. SEDA has no math estimates for Virginia and no rows for the District of Columbia, and a few small counties have no male-female estimate. SEDA has no Hawaii districts, but its county file covers Hawaii, and Hawaii's counties are drawn with data except Kalawao. Puerto Rico is not in SEDA and is not drawn.",
    "The tooltip also gives the 95% interval for the math gap and for the reading gap of the county, built from SEDA's empirical-Bayes standard errors. Each gap is the mean score of boys minus the mean score of girls in the district, in grade levels, where one grade level is the learning of an average school year. A negative gap means girls scored higher. Scores pool third through eighth grade over 2009 to 2019, and the estimates are empirical-Bayes estimates, which pull the noisiest districts toward the average.",
    "Valdez-Cordova Census Area (split in 2019) is drawn as its two successors, Chugach and Copper River, with the same value. Connecticut is drawn as its eight legacy counties, which is how SEDA codes it. Alaska is drawn."
  ],
  "source": "Stanford Education Data Archive 6.0, 2009-2019; county estimates, modeled estimates, each county counted once",
  "spec": {
    "fips": "fips",
    "legendLabel": "Male minus female math gap (grade levels)",
    "payload": "math_gap_map.json",
    "scale": {
      "domain": [
        -0.4,
        0,
        0.4
      ],
      "ends": [
        "Girls scored higher",
        "Boys scored higher"
      ],
      "palette": "div",
      "type": "diverging"
    },
    "tooltipKeys": [
      "math_lo",
      "math_hi",
      "reading",
      "reading_lo",
      "reading_hi"
    ],
    "tooltipLabels": {
      "math_hi": "Upper limit of the 95% interval for the math gap",
      "math_lo": "Lower limit of the 95% interval for the math gap",
      "reading": "Reading gap (grade levels)",
      "reading_hi": "Upper limit of the 95% interval for the reading gap",
      "reading_lo": "Lower limit of the 95% interval for the reading gap"
    },
    "value": "math",
    "valueFormat": {
      "digits": 2,
      "signed": true
    }
  },
  "subtitle": "Male minus female mean math score gap in grade levels, county, third through eighth grade pooled over 2009 to 2019",
  "title": "Boys scored higher in math than girls in {fact:pct_cty_boys} of counties, and those counties cluster in the Plains, the Great Lakes states and the Mountain West",
  "type": "county-map",
  "width": "full"
}