Mathematics performance has historically been a key indicator of academic development and future opportunities for students. The objective of this study is to analyze the academic achievement in mathematics of Mexican students in the final year of primary, secondary, and high school education to evaluate the progression of performance at each educational level and its outcomes by gender. The sample was derived from the results of the National Learning Achievement Assessment (PLANEA) test, administered to students in public and private schools nationwide during the 2017–2018 academic year.

The independent variables considered include: mathematics test scores at each educational level, school type, gender, age, and qualitative variables that reflect students' perceptions of the factors they consider crucial for achieving better results.

Comparative analysis results indicate that at the primary level, mathematics test performance is similar between male and female students. However, in secondary education, female students' performance decreases relative to that of male students. By the final year of high school, the gender gap in mathematics outcomes widens significantly.

Several contributing factors were identified. By this stage, many female students feel less capable than their male peers; however, with appropriate support, they can achieve higher mathematics performance. Women are less likely to pursue STEM careers due to a belief that they cannot meet the high demands of such fields.

Another significant factor is the impact of mathematics anxiety, which disproportionately affects women and may contribute to poorer performance in standardized assessments. This anxiety, driven by social and academic pressures, exacerbates the gender gap in mathematics. These findings emphasize the importance of pedagogical and psychological strategies to help mitigate this anxiety and close the performance gap.

Keywords: Academic Achievement, Mathematics, National Standardized Assessments, Elementary education, Secondary Education, Gender Stereotypes.