This Gender Analysis is a supplement to ESSPIN 060 Overall Findings and Technical Report of ESSPIN composite survey 1 (2012), and should be read in conjunction with that volume. It includes gender disaggregated tables, graphs and charts of teacher, head teacher and pupil performance against the standards set in the ESSPIN logframe. Additional data provide gender-specific information on the criteria underlying the standards, and domains of learning and grade-specific items in the learning outcomes measures. At the programme level there is no statistically significant difference between male and female teaches in terms of competence; headteachers in terms of effectiveness; or pupils in p2 numeracy and p4 literacy. Female teachers perform significantly better than male teachers in classroom inclusive practices; and girls achieved higher average marks than boys in p2 literacy and p4 numeracy. The conclusions point to further investigation of the correlation found between gender-equal pupil performance and ESSPIN-supported schools’ performance being higher than Control Schools’; building on best practice in inclusive classroom practices; and interpreting the results in local contexts, rather than relying on programme-level typologies.