The present study examined whether global ability influences on reading, writing, and math achievement are generalizable across gender in children and adolescents in Grades 1 to 4 (n = 1,276), 5 to 8 (n = 1,265), and 9 to 12 (n = 1,042) using multiple group structural equation modeling with the standardization samples for the Woodcock-Johnson IV. Results showed a small female advantage in writing achievement across grade levels. The General Intellectual Ability (GIA) composite showed some evidence of slope bias with math achievement, and the Fluid-Crystallized (G"f"-G"c") composite showed some evidence of slope bias with math and reading achievement. The GIA and G"f"-G"c" composite scores showed evidence of intercept bias mostly in the area of writing achievement. Findings are generally consistent with previous research showing minimal gender bias in global intelligence predicting achievement.