This is a study from 1972.
Using instruments which measured reading readiness, intelligence, reading achievement, and school attitudes, data was gathered to evaluate the hypothesis that the reading achievement of first grade boys taught by a male teacher would be significantly higher than those taught by a female teacher and, conversely, that the reading achievement of first grade girls taught by a male teacher would not be significantly higher than those taught by a female teacher. Secondary considerations were given to school attitudes of male taught children compared with female taught children and the teacher sex effect on the reading achievement of father absent children. Based on samples taken from twenty classrooms in nine school districts (from Pennsylvania and Ohio), findings indicated: there were (1) no significant differences in school attitudes; (2) male taught children earned higher means and adjusted means than did female taught children in the majority of intact samples; (3) means of male or female taught boys were higher than girls’ means in six of the nine samples; and (4) means of father absent children were higher when they were taught by the same sex teacher. Evidence seems to indicate male taught boys appear to be achieving at a level equal to, or slightly above, the level of male taught girls and female taught boys and girls.