Which statement is NOT supported by research on schools that successfully teach math and science to girls?

The correct response highlights that the statement regarding teachers in the schools having high levels of math achievement is not necessarily supported by research about successfully teaching math and science to girls.

In many cases, effective math and science programs for girls have been found to focus on supportive teaching practices, nurturing environments, and collaboration rather than solely on the personal achievement levels of the teachers themselves. Research often emphasizes elements like curriculum design, teaching methods, and the presence of role models as crucial for successful implementation rather than the specific math achievements of teachers.

Furthermore, the other statements reflect practices and findings in educational research that encourage effective teaching and learning conditions for girls in STEM subjects. The introduction of good math programs before a certain grade is affirmed as a best practice, as early exposure can build a solid foundation in those subjects. Additionally, older females tutoring younger girls promotes positive role models and mentorship, which have proven advantageous for fostering interest and confidence in math and science. The idea that teachers do not feel threatened by mathematically gifted girls underscores a positive and inclusive environment, which is critical for encouraging all students to pursue their interests without fear of competition from peers.