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Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

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  • Eisenkopf, Gerald
  • Hessami, Zohal
  • Fischbacher, Urs
  • Ursprung, Heinrich W.

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.

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  • Eisenkopf, Gerald & Hessami, Zohal & Fischbacher, Urs & Ursprung, Heinrich W., 2015. "Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 123-143.
  • Handle: RePEc:eee:jeborg:v:115:y:2015:i:c:p:123-143
    DOI: 10.1016/j.jebo.2014.08.004
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    More about this item

    Keywords

    Single-sex schooling; Peer effects; Education; Student achievement;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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