Final answer:
The text does not provide a clear answer to the fill-in-the-blank question about who does better in math or who is more likely to be in advanced math classes as it focuses on lurking variables and educational disparities rather than direct comparisons. It addresses gender and socioeconomic influences without citing specific performance outcomes related to the choices offered.
Step-by-step explanation:
According to the text provided, there appears to be no definitive answer that can be linked to the choices listed (a through d), as the text does not explicitly compare the mathematical achievement of boys versus girls during different stages of schooling, nor does it directly compare affluent and socioeconomically disadvantaged students' enrollment in advanced math classes. Instead, the text highlights that there are many lurking variables that could influence observed differences in test scores and that the treatment of students by teachers and the educational system can have an effect on academic performance. According to research, cognitive abilities in math are not statistically significantly different between boys and girls, yet the societal and educational factors such as encouragement, praise, and classroom interaction can give rise to performance disparities. Importantly, the texts also draw attention to the challenges faced by students from lower socioeconomic backgrounds from the point of entering school, which can affect their entire educational trajectory.