Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland

By Gerald Eisenkopf, Zohal Hessami, Urs Fischbacher, Heinrich W. Ursprung. Social Science Research Network, 2015

121 citations recorded by the source corpus.

Abstract We study the effects of random assignment to coeducational and single-sex classes on the academic performance of female high school students who all face the same curriculum. The students’ academic performance is observed over a time period of up to four years. Our estimation results show that single-sex schooling improves the performance of female students in mathematics. This positive effect is particularly large for female students with high ex-ante ability. An accompanying survey reveals that single-sex schooling also strengthens female students’ self-confidence and renders the self-assessment of their mathematics skills more level-headed.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/8c91653d8a2d635ffa430e33c0ab980b17e391ec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Olive Sweetman
2. Donal O’neill
3. Aedín Doris

Citations in the corpus

• Gender, Single-Sex Schooling and Maths Achievement (2012, methodology): “If single-sex schooling reduces the gender gap (as speculated by Fryer & Levitt, 2010), we expect girls to perform better in singlesex schools than in coeducational schools, and the girls’ single-sex premium to be bigger than any boys’ single-sex premium.”