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Gender, Single-Sex Schooling and Maths Achievement

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  • Aedin Doris

    ()
    (Economics,Finance and Accounting National University of Ireland, Maynooth)

  • Donal O'Neill

    ()
    (Economics,Finance and Accounting National University of Ireland,)

  • Olive Sweetman

    ()
    (Economics,Finance and Accounting National University of Ireland,)

Abstract

This paper uses data on 9 year old Irish children to examine the determinants of mathematical achievement among young children. We find that boys perform better in maths than girls and that this gender gap is driven by differences at the top of the achievement distribution. While there is no difference between the proportion of boys and girls in the bottom quartile of the maths distribution, boys are significantly over-represented in the top quartile. We exploit the fact that single-sex schooling is widespread in Ireland to test whether the gender composition of schools affects this gender maths gap. Contrary to suggestions in the literature, we find no evidence that single-sex schooling reduces the gap. In fact the maths gap is larger for children educated in single-sex schools than in co-educational schools.

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Bibliographic Info

Paper provided by Department of Economics, Finance and Accounting, National University of Ireland - Maynooth in its series Economics, Finance and Accounting Department Working Paper Series with number n224-12.pdf.

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Length: 18 pages
Date of creation: 2012
Date of revision:
Handle: RePEc:may:mayecw:n224-12.pdf

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Postal: Maynooth, Co. Kildare
Phone: 353-1-7083728
Fax: 353-1-7083934
Web page: http://economics.nuim.ie
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Cited by:
  1. Alison L. Booth & Lina Cardona-Sosa & Patrick Nolen, 2013. "Do Single-Sex Classes Affect Achievement? A Study in a Coeducational University," Borradores de Economia 787, Banco de la Republica de Colombia.

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